ERIC Number: EJ886006
Record Type: Journal
Publication Date: 2010
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1055-3096
EISSN: N/A
Towards Greater Learner Control: Web Supported Project-Based Learning
Guthrie, Cameron
Journal of Information Systems Education, v21 n1 p121-130 2010
Project-based learning has been suggested as an appropriate pedagogy to prepare students in information systems for the realities of the business world. Web-based resources have been used to support such pedagogy with mixed results. The paper argues that the design of web-based learning support to cater to different learning styles may give students more control over the learning process. A case study approach was used to analyse an undergraduate information systems class in a French business school. The results show that while students generally believe they attained the class learning objectives, they react very differently to this pedagogy. (Contains 8 tables and 6 figures.)
Descriptors: Student Projects, Computer Assisted Instruction, Active Learning, Information Systems, Internet, Learner Controlled Instruction, Case Studies, Instructional Design, Web Based Instruction, Undergraduate Students, Business Administration Education, Scaffolding (Teaching Technique), Cognitive Style, Web Sites, Educational Resources, Foreign Countries, College Students, Student Attitudes, College Instruction, Instructional Effectiveness, Correlation, Educational Technology, Computer Science Education, Experiential Learning, Use Studies, Questionnaires
Journal of Information Systems Education (JISE). c/o Al Harris, JISE Editor Emeritus, Department of Computer Information Systems, Walker College of Business, Appalachian State University, Boone, NC 28608. Tel: 828-262-6180; Fax: 828-262-6190; e-mail: editor@jise.org; Web site: http://www.jise.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
Identifiers - Location: France
Identifiers - Assessments and Surveys: Learning Style Inventory
Grant or Contract Numbers: N/A