ERIC Number: EJ1258237
Record Type: Journal
Publication Date: 2020-Oct
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1545-679X
EISSN: N/A
A Pedagogic Experience in Designing a Healthcare Analytics Course: Lessons Learned
Parks, Rachida F.
Information Systems Education Journal, v18 n5 p4-15 Oct 2020
This study presents a contextual active learning perspective on how a healthcare data analytics course was designed and delivered to students enrolled in a graduate business analytics degree. Industry and academia emphasizes the need to integrate context-specific learning, however contextual analytics courses are not widely offered in business schools. This course's pedagogical approach seeks to address this need by embracing a contextual active approach. Such approach is based on the following key components: (1) Active learning -- designing each module of the course to include activities and lessons to promote active participation of learners, (2) contextual development -- modules are developed using healthcare as the focus and context for all activities, (3) online adaptation -- the course is delivered online in an unsynchronized mode and therefore the development adapts to online delivery intended to maximize learning. This course integrates a collaborative project with a healthcare industry partner where students analyze anonymized dataset for the purpose of a more contextual and experiential healthcare experience.
Descriptors: Data Analysis, Health Services, Active Learning, Graduate Students, Business Administration Education, Online Courses, Partnerships in Education, School Business Relationship, Experiential Learning, Context Effect, Problem Based Learning, Textbook Selection, Computer Software, Student Satisfaction, Curriculum Design
Information Systems and Computing Academic Professionals. Box 488, Wrightsville Beach, NC 28480. e-mail: publisher@isedj.org; Web site: http://isedj.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A