Information Systems Education for the 21st Century

2011 ◽  
pp. 2791-2816
Author(s):  
Glenn Lowry ◽  
Rodney Turner
Keyword(s):  
Information Systems ◽  
Active Learning ◽  
Curriculum Reform ◽  
Soft Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Business Skills ◽  
New Graduates ◽  
Vested Interests ◽  
Research Findings

In this chapter, we consider how information systems educators might revise curriculum content and adopt student-centered/active learning pedagogical approaches to achieve a better fit between the workplace and the university ‘studyplace’. In considering What to Study, numerous research findings suggest a repertoire of ‘soft’ skills that are seen as essential to success for new IS professionals. The research findings discussed in this chapter present evidence that traditional business subjects such as Marketing, Economics, or Finance do not equate to the ‘other’ or soft business skills that employers of IS graduates are seeking in new hires. Soft skills are cultivated elements of professionalism that derive from example, reflection, imitation, and refinement of attitudes, personal capabilities, work habits, and interpersonal skills. Soft skills are seldom taught in dedicated subjects in tertiary information systems curricula. Somehow, the soft areas such as teamwork, communication skills, ability to accept direction, and others are expected to be picked up along the way through an unspecified, osmotic process. Turning to How to Study, a critical and contentious issue is determining the appropriate learning environment to best help new graduates develop soft skills and higher order thinking. Course delivery paradigms may be characterized as traditional, passive ‘teacher-centered learning’ and active ‘student-centered learning’. We argue that student-centered/active learning approaches may be more effective in helping students to cultivate and refine soft skills than those currently in use. The chapter concludes with a discussion of IS curriculum reform issues and strategies for reducing confusion, overcoming tradition and inertia, finding resources, and neutralizing vested interests, to meet the educational needs of students.

Information Systems Education for the 21st Century

2005 ◽  
pp. 171-202 ◽  
Author(s):  
Glenn Lowry ◽  
Rodney Turner
Keyword(s):  
Information Systems ◽  
Active Learning ◽  
Curriculum Reform ◽  
Soft Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Business Skills ◽  
New Graduates ◽  
Vested Interests ◽  
Research Findings

In this chapter, we consider how information systems educators might revise curriculum content and adopt student-centered/active learning pedagogical approaches to achieve a better fit between the workplace and the university ‘studyplace’. In considering What to Study, numerous research findings suggest a repertoire of ‘soft’ skills that are seen as essential to success for new IS professionals. The research findings discussed in this chapter present evidence that traditional business subjects such as Marketing, Economics, or Finance do not equate to the ‘other’ or soft business skills that employers of IS graduates are seeking in new hires. Soft skills are cultivated elements of professionalism that derive from example, reflection, imitation, and refinement of attitudes, personal capabilities, work habits, and interpersonal skills. Soft skills are seldom taught in dedicated subjects in tertiary information systems curricula. Somehow, the soft areas such as teamwork, communication skills, ability to accept direction, and others are expected to be picked up along the way through an unspecified, osmotic process. Turning to How to Study, a critical and contentious issue is determining the appropriate learning environment to best help new graduates develop soft skills and higher order thinking. Course delivery paradigms may be characterized as traditional, passive ‘teacher-centered learning’ and active ‘student-centered learning’. We argue that student-centered/active learning approaches may be more effective in helping students to cultivate and refine soft skills than those currently in use. The chapter concludes with a discussion of IS curriculum reform issues and strategies for reducing confusion, overcoming tradition and inertia, finding resources, and neutralizing vested interests, to meet the educational needs of students.

Education for a Technology-Based Profession

2003 ◽  
pp. 153-172 ◽  
Author(s):  
Rodney Turner ◽  
Glenn Lowry
Keyword(s):  
Curriculum Reform ◽  
Soft Skills ◽  
Business Skills ◽  
New Graduates ◽  
Vested Interests ◽  
Research Findings ◽  
New Hires

This chapter reports some further findings of an ongoing investigation into conceptual, academic, and “soft” skills that IS/IT practitioners regard as important in new graduates. There has long been agreement that the IS curriculum should be comprised of some combination of technical subjects and nontechnical business subjects, and that graduates also need “soft” business skills. There is far less agreement about what the mix between these should be and how best to prepare students in some areas, notably in the development of “soft” business skills. The research findings reported here present some evidence that traditional “business subjects” such as marketing, economics, or finance do not equate to the business skills that employers of IS graduates are seeking in new hires. The chapter concludes with a discussion of IS curriculum reform issues and strategies for reducing confusion, overcoming tradition and inertia, finding resources, and neutralizing vested interests

scholarly journals STUDENT-CENTERED LEARNING IN RELATION TO CLASS PERFORMANCES AND SOFT SKILLS: A META-ANALYSIS AND SYSTEMATIC REVIEW

2018 ◽  
Vol 7 (2) ◽  
pp. 93
Author(s):  
Elisabeth Rukmini ◽  
Cindy Cindy ◽  
Pricillia Tanoto
Keyword(s):  
Systematic Review ◽  
Communication Skills ◽  
Negative Impact ◽  
Soft Skills ◽  
Meta Analysis ◽  
Team Work ◽  
Learning Motivation ◽  
Soft Skill ◽  
Student Centered ◽  
Student Centered Learning

Background: Studies showed that SCL improved quality of medical education through knowledge acquisition, class performance, students’ attitude and soft skills. Although research about SCL and its impact has been widely known, overall correlation of SCL to the class performances has not yet been established. Strong correlation between SCL to class performances would serve the purpose of teaching and learning and more importantly would answer the skepticism of institution or faculty members in implementing SCL. In addition, learning through systematic review of others’ studies, how SCL influenced soft skill aspects would be benefited for medical educators. Soft skills such as learning motivation, communication skills, and teamwork may lead educators to the favor of SCL approaches. This review was to find the correlation of student-centered learning to the students’ performances and soft skill aspects in medical education.Method: To find the correlation of the SCL and class performances, we used meta-analysis. We also performed a systematic review to qualitatively find the relationship between SCL and other aspects, such as teamwork, communication skills, and learning motivation. Literatures were filtered from databases of: Proquest, Springerlink, Biomed Central (BMC) open, BMJ open, and Google Scholar. The inclusion criteria were published empirical articles (2000-2013) reported SCL’s effect on class performances or other aspects (learning motivation, teamwork, communication skills). We utilized PRISMA protocol to filter the inclusion articles. By reading abstracts and further snowballing searching, we found 12 articles for the meta-analysis and 33 articles for the systematic review.                                                                 Results: Among 12 articles of the meta-analysis, 9 articles showed positive correlation between SCL and class performances. Three studies reported that SCL had no effect on the class performances. None of the articles reported any negative impact. We utilized the Comprehensive Meta-Analysis software to analyze the data and found r = 0.46 and 95% CI: 0.32 - 0.57. It showed a statistically significant correlation between SCL and class performances. On the systematic review, we found that SCL improved communication skills, team work, and learning motivation.Conclusion: From the meta-analysis we found that SCL improved class performances about 46%. It was showed that SCL methods were superior in improving soft skills such as communication skills, teamwork, and learning motivation.                

Emerging Technologies

2017 ◽  
Vol 9 (2) ◽  
pp. 1-19
Author(s):  
Victoria M. Cardullo ◽  
Nance S. Wilson ◽  
Vassiliki I. Zygouris-Coe
Keyword(s):  
Active Learning ◽  
Emerging Technologies ◽  
Project Based Learning ◽  
Educational Design ◽  
Student Centered ◽  
Student Centered Learning ◽  
Pedagogical Content ◽  
Knowledge Framework ◽  
Flipped Classrooms ◽  
Blooms Taxonomy

Emerging technologies enhance student learning through the explicit intentional educational design such as Active Learning Classrooms, Flipped Classrooms, Problem Based Learning, and Project Based Learning to empower students. Throughout this article, we will describe several emerging technologies that support learning for the 21st century using student-centered learning models. By means of vignettes, we model how a Metacognitive Technological Pedagogical Content Knowledge Framework (M-TPACK) supports the use of emerging technologies for active learning (Wilson, Zygouris-Coe, Cardullo, & Fong, 2013). Throughout all of the vignettes, we draw connections to the various emerging technologies and the level of integration using both Blooms Taxonomy (Bloom et al., 1956) and the SAMR Model: Substitution, Augmentation, Modification, and Redefinition (Puentedura, 2006).

Accounting and Finance Students' Perceptions About Active Learning in an Economics-Lecture Classroom

2020 ◽  
pp. 18-34
Author(s):  
Sandrina B. Moreira
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Learning Environments ◽  
Interactive Learning ◽  
Learning Experiences ◽  
Decisive Role ◽  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning Techniques

In higher education there is an increasing trend from teacher-centered to student-centered learning environments, wherein active learning experiences can play a decisive role. This chapter assesses how students perceive the use of active learning techniques within the lecture framework, traditionally accepting students as passive listeners. A survey was distributed in the undergraduate course of Accounting and Finance - evening classes, at the end of the semester, to evaluate and help refine the active learning approach conducted in an economics course. Students reported an overall positive response towards active learning, which helped them to focus, engage, and learn. They especially value the lectures as interactive learning experiences. Students' appraisal regarding the usefulness of key implementation rules like the what, when, who technique on slide-written instructions, as well as the variety of active learning activities tested, revealed the designing and testing of active learning events need improvement.

scholarly journals Transforming spaces: Fostering student-centered learning through the intentional design of formal and informal learning spaces

2019 ◽  
Author(s):  
Jen Harvey ◽  
◽  
Claire McAvinia ◽  
Kevin O'Rourke ◽  
Jason FitzSimmons ◽  
...  
Keyword(s):  
Active Learning ◽  
Informal Learning ◽  
Teaching And Learning ◽  
Large Scale ◽  
Learning Spaces ◽  
Learning Space ◽  
Student Centered ◽  
Student Centered Learning ◽  
Formal And Informal Learning ◽  
New Learning

Transforming the academic experience and success of students by building Active Learning Classrooms (ALCs) is increasing, but ALCs are still fewer than traditional classroom spaces. These new learning spaces create an inherent tension between increasing student enrollments and active learning environments. Accommodating increased class sizes does not have to exclude fostering an active learning space. We have an opportunity every time a classroom is renovated or a new building is built to intentionally acknowledge and engage this tension to positively influence student learning and success. As we renovate and construct new learning spaces on our campuses, it is not only important to understand how the “built pedagogy” (Monahan 2000, 2002) and “architecture as pedagogy” (Orr 1993, 1997) of our spaces can help or hinder more active learning pedagogies, but also how to support effective teaching in these spaces (Levesque-Bristol, 2019). While many institutions are prioritizing active learning as old classrooms get renovated, few are doing so at the broad campus-wide scope necessary to affect larger-scale culture change (Park & Choi, 2014). Two such institutions that are developing and supporting large-scale active learning spaces are the Technological University Dublin (TU Dublin) and Purdue University (Indiana, USA). TU Dublin and Purdue are conducting collaborative research focusing on how each institution’s new, large-scale construction of formal and informal learning spaces is impacting teaching and learning.

scholarly journals IMPLEMENTATION OF PROBLEM BASED LEARNING METHOD IN COMPETENCY BASED CURRICULA WITH STUDENT’S SOFTSKILL IN PSIK UR

2018 ◽  
Vol 1 (2) ◽  
pp. 97
Author(s):  
Ari Pristiana Dewi ◽  
Febriana Sabrian ◽  
Erwin Erwin
Keyword(s):  
Soft Skills ◽  
Problem Based Learning ◽  
Bivariate Analysis ◽  
Chi Square ◽  
Cross Sectional ◽  
Student Centered ◽  
Student Centered Learning ◽  
Chi Square Test ◽  
Competency Based ◽  
Educational Paradigm

Introduction. Improving the quality of education makes a shift in educational paradigm in Indonesia. Conventional teacher-centered curricula is changing to competency-based curricula (CBC) with focus on student-centered learning. The purpose of this study was to identify relationship between the implementation of Problem-Based Learning (PBL) method in CBC with students’ soft skills. Method. The study design was cross sectional correlation with 97 respondents as the sample. Analysis of the data using univariate and bivariate analysis with the test used was the chi square test. Results. The results of the study showed that there was no relationship in the implementation of PBL method in CBC with students’ soft skills (ρ = 0.646). Discussion. Based on the results, this study suggested to the academic head officer of PSIK UR to be able to evaluate periodically the implementation of CBC in order to achieve quality learning to produce students who can perform both hard skills and soft skills. Keywords: CBC, PBL, softskills, student

scholarly journals A Comparison Of Delivery Formats To Encourage Student-Centered Learning In A Power Engineering Technology Course

2017 ◽  
Vol 8 (2) ◽  
pp. 141-156
Author(s):  
Mathew J. Turner ◽  
Rustin D. Webster
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Power Engineering ◽  
Engineering Technology ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Structure ◽  
Inverted Classroom ◽  
Content Coverage ◽  
Technology Course

This paper describes a student-centered approach to a power engineering technology course using the flipped or inverted classroom as well as active learning in the form of group discussions and team problem solving. The study compares student performance and perceptions of a traditional, teaching-centered classroom to two different flipped courses: one using video lectures and one using a media-enhanced electronic textbook. The authors compared courses in the areas of 1) student performance on multiple choice and numerical analysis problems, 2) students’ perceptions of course delivery format and satisfaction with the course and instructor, and 3) technical content coverage. Results show little difference in student achievement between the course formats, strong negative reactions by students to unfamiliar instructional methods, and little difference in content coverage. The authors believe that the outcomes of this study can be attributed to the benefits of small class sizes (n<12), which naturally enable active learning to be utilized without the need for rigid and formal course structure,

Emerging Technologies

2017 ◽  
pp. 203-223
Author(s):  
Victoria M. Cardullo ◽  
Nance S. Wilson ◽  
Vassiliki I. Zygouris-Coe
Keyword(s):  
Active Learning ◽  
Emerging Technologies ◽  
Project Based Learning ◽  
Educational Design ◽  
Student Centered ◽  
Student Centered Learning ◽  
Pedagogical Content ◽  
Knowledge Framework ◽  
Flipped Classrooms ◽  
Blooms Taxonomy

Emerging technologies enhance student learning through the explicit intentional educational design such as Active Learning Classrooms, Flipped Classrooms, Problem Based Learning, and Project Based Learning to empower students. Throughout this article, we will describe several emerging technologies that support learning for the 21st century using student-centered learning models. By means of vignettes, we model how a Metacognitive Technological Pedagogical Content Knowledge Framework (M-TPACK) supports the use of emerging technologies for active learning (Wilson, Zygouris-Coe, Cardullo, & Fong, 2013). Throughout all of the vignettes, we draw connections to the various emerging technologies and the level of integration using both Blooms Taxonomy (Bloom et al., 1956) and the SAMR Model: Substitution, Augmentation, Modification, and Redefinition (Puentedura, 2006).

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