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ERIC Number: EJ1063275
Record Type: Journal
Publication Date: 2010-Jul
Pages: 23
Abstractor: As Provided
Reference Count: 45
ISSN: ISSN-1540-4595
Methods of Instruction and Learning Outcomes: A Theoretical Analysis of Two Approaches in an Introductory Information Technology Course
Pridmore, Jeannie L.; Bradley, Randy V.; Mehta, Nikhil
Decision Sciences Journal of Innovative Education, v8 n2 p289-311 Jul 2010
In introductory information technology (IT) courses, communicating technical concepts so that they can be comprehended by all students, technical and nontechnical, has been a concern. Another challenge in such courses is to teach the real-world applicability of technical concepts. In this conceptual article, we focus on a relatively unexplored issue in IT education--which instructional method is more effective in improving the learning outcomes of all students taking introductory IT courses. In doing so, we consider two instructional methods, lecture and multimedia case studies, and argue that either of these instructional methods, adopted singly, will be perceived by students as less effective in accomplishing learning outcomes than adopting a combination of the two instructional methods. Our arguments both augment existing knowledge about the differential influence of lecture and multimedia case studies on students' learning outcomes and questions the wisdom of adopting either of these methods singly in introductory IT courses. We derive insights from the literature and anecdotal evidence, presented as four propositions, which illustrate the relationship between the two instructional methods and the specific learning outcomes students perceive they affect.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
IES Grant or Contract Numbers: 0439706|0623351|0736997