Evaluating the Effectiveness of Teaching Information Systems Courses: a Rasch Measurement Approach
Streszczenie
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.
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