Evaluating the Effectiveness of Teaching Information Systems Courses: A Rasch-Measurement Approach

Barefah, A and McKay, E 2018, 'Evaluating the Effectiveness of Teaching Information Systems Courses: A Rasch-Measurement Approach', International Journal of Research in E-learning, vol. 3, no. 2, pp. 1-14.


Document type: Journal Article
Collection: Journal Articles

Title Evaluating the Effectiveness of Teaching Information Systems Courses: A Rasch-Measurement Approach
Author(s) Barefah, A
McKay, E
Year 2018
Journal name International Journal of Research in E-learning
Volume number 3
Issue number 2
Start page 1
End page 14
Total pages 14
Publisher University of Silesia Press
Abstract Systems analysis and design (SAND) is an information systems (IS) course that is taught around the world in most higher education management of information systems (MIS) programmes. However, the theoretical nature of this type of course presents challenges for instructors as they devise instructional strategies to convey the abstract concepts that are necessary for their students to understand, such as, how to draw data flow diagrams (DFD) to correctly represent the informational specifications of an IS. Evidence suggests that one of the factors of the low success rates of many IS-design projects in the workforce is due to the graduate recruits' failure to acquire basic SAND knowledge. While a considerable amount of literature focused on integrating technology into the teaching practices to facilitate the knowledge acquisition, a few investigated its effectiveness to fulfil this particular purpose. This paper reflects on such challenges and proposes an evaluation approach to assess the effectiveness of technology integration in teaching an IS course like SAND. The empirical interpretations represented in this paper are gathered through a series of quasi-experimental 2x3 factorial experiments that were conducted at four higher education institutions and based on the Rasch item response theory and measurement analysis. The preliminary analysis from this study provides reliable evidence to delineate key instructional strategies when designing higher education IS courses.
Subject Computer-Human Interaction
Conceptual Modelling
Teacher Education and Professional Development of Educators
Keyword(s) systems analysis and design
courseware design
higher education
Rasch model
instructional design
information communications technology tools
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ISSN 2543-6155
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