scholarly journals Design and Delivery of an Online Information Systems Management Course for MBA Programs

10.28945/4600 ◽  
2020 ◽  
Vol 19 ◽  
pp. 047-074
Author(s):  
Xihui "Paul" Zhang ◽  
Ming Wang ◽  
M. Shane Banks ◽  
Qiunan Zhang ◽  
Colin G. Onita
Keyword(s):  
Best Practices ◽  
Graduate Education ◽  
Teaching And Learning ◽  
Detailed Examination ◽  
Course Evaluation ◽  
Lessons Learned ◽  
Online Course ◽  
Learning Effectiveness ◽  
Mba Programs ◽  
Information Systems Management

Aim/Purpose: In this paper, we present our experience in design and delivery of a graduate Information Systems Management (ISM) course in an online MBA program. Also presented are a detailed examination of the design and delivery of the online course, survey results of students’ perceptions and backgrounds, course evaluation results, best practices and lessons learned, and potential changes and future actions. Background: This graduate ISM course needs to not only cover a broad range of dynamic technology and business topics, but also strike a balance between the width and depth of the content. Effective course design and delivery are critical to improved teaching and learning, especially when the course is delivered online. Methodology: We provided a comprehensive review of the related literature to develop guidelines for the design and delivery of our ISM course; we collected survey data to evaluate the students’ backgrounds and their perceptions of the course; we used data analysis and content analysis methods to assess the course evaluation results. Contribution: A review of the related literature indicates that IS researchers and educators have not adequately studied online graduate education. Given the importance of the graduate ISM course in most MBA programs, and the lack of attention from the IS community, it is critical to address this gap in the research. We believe we have done so with this paper. Findings: The paper’s major findings are embedded in a detailed examination of the design and delivery of the online course, survey results of students’ perceptions and backgrounds, course evaluation results, best practices and lessons learned, and potential changes and future actions. Recommendations for Practitioners: Even though our experience may not be fully applicable to other institutions, we hope our IS colleagues can learn from the design and delivery of this online course, as well as our best practices and lessons learned to improve the teaching and learning effectiveness in IS online graduate education, in general. Furthermore, we provide instructors with an actionable framework onto which they can map their current course offering, and compare their current pedagogical offering to literature driven best practices for ISM courses, in particular. Recommendation for Researchers: It is our hope that the design and delivery of this online course, and our best practices and lessons learned can inspire our IS colleagues to search for innovative ways to improve the teaching and learning effectiveness in IS online graduate education. In addition, we distill a literature driven framework for ISM courses design and delivery that can help researchers frame their pedagogical research questions. Impact on Society: The online course in this study prepares students for more efficiently and effectively delivering IT systems in organizations. Many MBA students work for non-profits and other socially-focused organizations and are able to use the skills learned in the course for the betterment of society. Future Research: We will continue to monitor the impact of the changes on student learning effectiveness and attempt to identify additional innovative ways to improve the design and delivery of this online ISM course.

Assuring Quality in Online Course Delivery

2011 ◽  
Vol 2 (1) ◽  
pp. 36-49 ◽  
Author(s):  
Julia M. Matuga ◽  
Deborah Wooldridge ◽  
Sandra Poirier
Keyword(s):  
Student Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Critical Issue ◽  
Course Evaluation ◽  
Essential Elements ◽  
Course Delivery ◽  
Online Course ◽  
Cultural Issue

This paper examines the critical issue of assuring quality online course delivery by examining four key components of online teaching and learning. The topic of course delivery is viewed as a cultural issue that permeates processes from the design of an online course to its evaluation. First, the authors examine and review key components of and tools for designing high impact online courses that support student learning. Second, in this paper, the authors provide suggestions for faculty teaching online courses to assist in creating high quality online courses that supports teaching and, consequently, facilitates opportunities for student learning. Quality online course delivery is also contingent on the support of faculty by administration. Lastly, this paper provides suggestions for conducting course evaluation and feedback loops for the continual improvement of online learning and teaching. These four components are essential elements in assuring quality online courses.

Assuring Quality in Online Course Delivery

2012 ◽  
pp. 28-41
Author(s):  
Julia M. Matuga ◽  
Deborah Wooldridge ◽  
Sandra Poirier
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Critical Issue ◽  
Course Evaluation ◽  
Essential Elements ◽  
Course Delivery ◽  
Online Course ◽  
Cultural Issue ◽  
Learning And Teaching

This paper examines the critical issue of assuring quality online course delivery by examining four key components of online teaching and learning. The topic of course delivery is viewed as a cultural issue that permeates processes from the design of an online course to its evaluation. First, the authors examine and review key components of and tools for designing high impact online courses that support student learning. Second, in this paper, the authors provide suggestions for faculty teaching online courses to assist in creating high quality online courses that supports teaching and, consequently, facilitates opportunities for student learning. Quality online course delivery is also contingent on the support of faculty by administration. Lastly, this paper provides suggestions for conducting course evaluation and feedback loops for the continual improvement of online learning and teaching. These four components are essential elements in assuring quality online courses.

scholarly journals Developing and Using Open Education Resources to Support Teacher Education in Africa

2010 ◽  
Vol 1 (1&2) ◽  
pp. 31-45 ◽  
Author(s):  
Christopher B. Mugimu
Keyword(s):  
Best Practices ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Outreach Program ◽  
Open Education ◽  
African Countries ◽  
Education Resources ◽  
Open Education Resources ◽  
The Impact

This article presents findings of action research during the creation and dissemination process of open education resources (OERs) to support pre-service and in-service teachers in Uganda and other African countries. It highlights the perceptions of teachers and the authoring team of the impact of their involvement in materials creation and dissemination on their practice and professional growth. It also presents lessons learned during the development and implementation process and the best practices for replicating this outreach program in Uganda and beyond. This article also shares insights into how the OERs can boost or contribute to effective teaching and learning especially in under-resourced school situations in Africa, and also shares experiences on best practices on creating the authoring team of OERs.

Lessons Learned From Virtual Teaching and Learning in Elementary Education During C19 Disruption

2021 ◽  
pp. 237-250
Author(s):  
Sophia E. Moros
Keyword(s):  
Elementary Education ◽  
Best Practices ◽  
Teaching And Learning ◽  
Elementary Principal ◽  
Virtual Classroom ◽  
Lessons Learned ◽  
Community Schools ◽  
E Learning ◽  
Principal Author ◽  
Phase Process

This chapter sets out to present and reflect on the creative approaches implemented in teaching and learning during disruption, specifically in grades JK-5 that quickly became a reality at the American Community Schools (ACS) of Athens because of the C19 pandemic in the spring of 2020. During that time ACS Athens administration, including the schools' President, the Director of e-Learning, Dean of Academics, and the Elementary Principal (author) designed a “5-Phase Process as a disruptive intervention to transition from a traditional four-walled classroom into a virtual classroom, thus transforming learning experiences, routines, and perspectives.” This chapter will provide a framework for the details of each phase while sharing the immediate responses to virtual learning which were based on best practices and technological pedagogical framework.

Assuring Quality in Online Course Delivery

2012 ◽  
pp. 423-436
Author(s):  
Julia M. Matuga ◽  
Deborah Wooldridge ◽  
Sandra Poirier
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Critical Issue ◽  
Course Evaluation ◽  
Essential Elements ◽  
Course Delivery ◽  
Online Course ◽  
Cultural Issue ◽  
Learning And Teaching

This chapter focuses upon the critical issue of assuring quality online course delivery by examining four key components of online teaching and learning. The topic of course delivery within this article is viewed as a cultural issue that permeates processes from the design of an online course to the evaluation of an online course. First, this chapter will examine and review key components of, and tools for designing high impact online courses that support student learning. Second, this chapter will provide suggestions for faculty teaching online courses to assist in creating high quality online courses that supports teaching and, consequently, facilitates opportunities for student learning. Quality online course delivery is also contingent upon the support of faculty by administration. Lastly, this chapter will provide suggestions for conducting course evaluation and a feedback loops the for continual improvement of the online learning and teaching. These four components are essential elements in assuring quality online courses.

Adapting Tactical Military Structures to the Current and Future Operational Environments

2020 ◽  
Vol 26 (1) ◽  
pp. 157-162
Author(s):  
Paul Tudorache ◽  
Lucian Ispas
Keyword(s):  
Best Practices ◽  
Lessons Learned ◽  
Organizational Adaptation ◽  
Common Denominator ◽  
Military Operations ◽  
The Future ◽  
Military Units

AbstractUsing the lessons learned from recent military operations such as Operation Inherent Resolve (OIR) from Syria and Iraq, we proposed to investigate the need for tactical military units to adapt operationally to grapple with the most common requirements specific to current operational environments, but also for those that can be foreseen in the future. In this regard, by identifying the best practices in the field that can be met at the level of some important armies, such as USA and UK, we will try to determine a common denominator of most important principles whose application may facilitate both operational and organizational adaptation necessary for tactical military units to perform missions and tasks in the most unknown future operational environments.

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