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

Autor/in	Drake, John R.
Titel	A Critical Analysis of Active Learning and an Alternative Pedagogical Framework for Introductory Information Systems Courses
Quelle	In: Journal of Information Technology Education: Innovations in Practice, 11 (2012), S.39-52 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-3151
Schlagwörter	Classroom Techniques; Learning Theories; Class Activities; Course Objectives; Active Learning; Units of Study; Vignettes; Lecture Method; Case Method (Teaching Technique); Misconceptions; Evaluation Criteria; Introductory Courses; Instructional Design; Computer Software; Computer Science Education; Information Technology; Case Studies; Demonstrations (Educational); Educational Objectives; College Instruction; Decision Support Systems; Information Systems + Suchen Sie Ihr Suchwort? Klassenführung; Learning theory; Lerntheorie; Aktives Lernen; Lerneinheit; Case method; Fallmethode; Missverständnis; Einführungskurs; Lesson concept; Lessonplan; Unterrichtsentwurf; Computer science lessons; Informatikunterricht; Informationstechnologie; Case study; Fallstudie; Case Study; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Educational objective; Bildungsziel; Erziehungsziel; Hochschullehre; Entscheidungshilfe
Abstract	Active learning has been championed in academic circles as the pedagogical fix to boring lectures typically found in introduction to information systems courses. However, the literature on active learning is mixed. In this paper, we critically examine active learning research and discover a misplaced emphasis leading to paradoxical findings in four areas. First, creating activities for cognitive engagement is not unique to active learning. Second, the amount of instructor led control and direction is often glossed over, leaving a vague impression as to how much is necessary. Third, out of class activities are often ignored when they also accomplish the same effects for the same reasons. Fourth, an over-emphasis on techniques rather than outcomes renders active learning bound to means and not to ends. The proper end should be the meaningful learning of the course objectives. We offer an alternative pedagogical framework for evaluating classroom techniques based on philosophic, psychological, and pedagogical research. Ausubel's Assimilation Learning Theory fits this research with a focus on meaningful learning of classroom objectives. In order to achieve meaningful learning of new concepts, an instructor must accomplish four things: (1) clearly define the concepts, (2) provide proto-typical examples, (3) integrate the concepts within the students' knowledge, and (4) motivate the students to want to learn. Application of this pedagogical framework to introductory information systems classes provides a basis for evaluating classroom techniques and increasing meaningful learning. Turning the theory into practice, we propose three different ways to teach a Decision Support System module within an information systems course. Each approach is consistent with the meaningful learning framework. Those three approaches include the traditional lecture format, an activity based format consistent with active learning, and a case study based format which serves as a hybrid between passive and active learning techniques. For each approach, we highlight how the class structure, examples, and resources can help instructors create a meaningful learning experience for their students. (Contains 2 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10