The Use of Problem‐Based Learning to Enhance MIS Education

Abstract

Many colleges of business require a course in computer applications concepts, often consisting of spreadsheet and database applications. Quite often, students resist taking the class because they do not see any worth to it, it duplicates what they already have taken, and they already know much of what is purported to be taught in the class. Instructors too are often frustrated with this class. This article suggests that part of the problem is the method of instruction often used: lecture and demonstration of tools followed by end-of-chapter assignments. We propose that problem-based learning is an alternative instructional method that may produce more positive results for students. To examine this approach, a semester-long study involving 186 business school students enrolled in a computer applications concept course of seven different sections was conducted. Student motivation, computer self-efficacy, knowledge, and satisfaction were studied. Results strongly support a problem-based learning approach as an instructional approach to teaching this class.

A Critical Analysis of Active Learning and an Alternative Pedagogical Framework for Introductory Information Systems Courses

“…Unless the instructor can effectively demonstrate the need, students may struggle to identify that purpose for themselves. Techniques, such as problem based instruction, have shown some success in increasing motivation for IS concepts (Mykytyn, Pearson, Paul, & Mykytyn, 2008).…”

The Efficacy of Consulting Practicum in Enhancing Students’ Readiness for Professional Career in Management Information Systems: An Empirical Analysis

“…The CP is certainly not the only innovative EL pedagogy that can improve learning and job skills development. Other EL pedagogies employed by MIS educators include problem‐based learning (Mykytyn et al., ) and simulation (Chen, ; Finch et al., ). In problem‐based learning, students are given problems scenarios to analyze and to generate solutions.…”

“…As an innovative EL pedagogical strategy, CP can contribute to preparing students for professional careers and ensure a smooth transition from college to work life (Sheppard et al., ). The following reasons account for the recent popularity of CP: Students prefer CP due to the benefits of applying learned concepts, theoretical knowledge, and other skills gained from the classroom and other sources, and to solving real‐life business problems. The student can also benefit from the positive impact of working under the supervision and mentoring of faculty and an industry supervisor (Mykytyn, Pearson, Paul, & Mykytyn, ). A CP helps the student acquire professional career skills and experience to ease the transition from college to employment (Sheppard et al., ). The implementation of CP has helped business schools address public and industry criticisms of management and information systems (MIS) education producing graduates who lack adequate quality and career ready skills to tackle real‐world problems (Casner‐Lotto & Barrington, ; Sheppard et al., ).…”

“…The student can also benefit from the positive impact of working under the supervision and mentoring of faculty and an industry supervisor (Mykytyn, Pearson, Paul, & Mykytyn, ). A CP helps the student acquire professional career skills and experience to ease the transition from college to employment (Sheppard et al., ).…”

A case study on teaching computerized information systems for fashion retailing students

“…However, instead of relying on various individual assignments, the coursework is divided into more parts which include the most heavily weighted group project on real case analysis and problem solving [7]. As a remark, there is a rather special yet common feature of the students in the class: They all have prior part time job experience in the fashion industry.…”