Case/Real-Life Problem-Based Learning with Information System Projects

Introduction While teaching courses on computer information systems, in particular Systems Analysis and Design, it is easy to spot students' difficulties in incorporating what they have learned in one course into a different course or project. When subjected to testing how well they mastered the required prerequisites, students are surprised to realize that: * Introduction to management information systems has already covered much, if not most, of the basic terminology and concepts needed in subsequent courses on information systems. * Economics, accounting, production operations management, quantitative methods, marketing, and finances have provided the necessary business background with regard to how organizations should and do operate. Such a background is indispensable for developing viable business or administrative information systems. Relevant technological issues can be addressed later. * Statistics, the basic tool in management science and the theory of information, is also indispensable for any meaningful quantitative analysis of business or administrative entities. Perhaps all too often we instructors present to students the pertinent subject-matter material for memorization rather than for deep absorption within the context of a real-life experience. Then, how can we help students translate what they know from CIS and other courses into effective system design and implementation? Experiential learning is one of the proven approaches to overcome the large gap between knowing and doing. Hence, case and real-life problem-based group projects assigned to student teams provide the proper context and stimulus for learning with a superior retention rate. An increased attention to problembased learning, and active learning in general, is certainly warranted. Based on published research, Ewell (1997) emphasizes among others that direct experience shapes individual understanding. Learning occurs best in the context of engaging with a compelling problem and with substantial interaction among students, with the instructor, and even better with outside sources. At California State University Stanislaus the CIS undergraduate program offers students a sequence of CIS courses in System Analysis and Design, Information Systems Design and a capstone course Application Development Project. In the first two courses problem-based projects are assigned to student groups. In the capstone course students are encouraged to select their own real-life problem-based information system development project in business or administration. The instructor assigns projects only to those students who seem to be unable to find on their own a project that meets real-life user requirements and the specified minimum academic requirements. A team of students does every project, since, as a rule, CIS majors will conduct their professional activities in teams. Their professional education must encompass interpersonal work relations, group dynamics, and broad communication skills. The students must gather information, present project proposals, and document what they have accomplished in the form of system documentation that also constitutes a show-case student learning portfolio within the academic environment. Stages in Experiential Learning and in Information Systems Projects Kolb (1984) defined four stages in experiential learning. As shown in Figure 1, the immediate concrete experience (CE) is initiated by assigning a selected case or a real-life problem together with a list of tasks to be performed. Direct experience decisively shapes individuals' understanding, and a compelling problem stimulates the learners' faculties. [FIGURE 1 OMITTED] Beyond stimulation, learning requires reflective observation (RO). It takes place during investigation of business or administrative systems by studying, reading, observing, questioning, and interviewing. …