1-7 |
Managing Self-instructed Learning
within the IS Curriculum: Teaching Learners to Learn |
Felix Tan and and Hazel Chan
The University of Auckland, New Zealand
A significant number of students are enrolled in introductory level
information systems courses at New Zealand universities. Some of these institutions
require their students to acquire their applications software skills in a
self-instructional mode of learning. Most of these students have only experienced
teacher-directed learning and when placed in a self-instructional environment may have
very limited strategies in their learning. The purpose of this study is to determine if
teaching "learners to learn" enhances the acquisition of application software
skills. This study considers some of the literature on self-instruction and learner
autonomy. The experiment compares two groups of students in self-instructional mode of
learning. The control group works independently and the treatment group attends classes
that teach the students to manage their own learning. The treatment group is consistent in
averaging higher scores demonstrating an overall enhanced learning outcome. This paper
challenges IS educators to include learning strategies in courses that require
self-instruction. An introduction to working within a new framework should be built in as
part of the course. This can prove to be need fulfilling to learners unfamiliar with
self-instruction. |
8-22 |
Conceptions of an Information
System
and Their Use in Teaching about IS
|
Chris
Cope, Pat Horan and Mark Garner
La Trobe University, Bendigo, Australia
The question 'What is the nature of an information
system?' is fundamental to developing and teaching about information systems, but it is
the subject of debate in the IS literature and is not made explicit in most curricula. Our
experience of teaching information systems analysis and design to undergraduate students
has prompted us to seek better ways of developing students' understanding of the nature of
an IS. Our study of IS users, practitioners academics and students, using the
phenomenographic research methodology, revealed a hierarchy of four different conceptions
of an IS. We have linked this hierarchy to the SOLO taxonomy (Structure of Observed
Learning Outcomes) and used it to suggest teaching strategies intended to provide students
with systems skills and understanding which will enable them to better interact with IS
clients to produce good systems.
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