An Action Learning Approach For Increasing Critical Thinking Skills In An Information Systems...

An Action Learning Approach For Increasing An Action Learning Approach For Increasing Critical Thinking Skills In An Information Critical Thinking Skills In An Information

Systems Capstone CourseSystems Capstone Course

Alan BurnsAlan BurnsSchool of CTISchool of CTI

DePaul UniversityDePaul [email protected]@cs.depaul.edu

Thomas JanickiThomas JanickiCameron School of BusinessCameron School of Business

UNC at WilmingtonUNC at [email protected]@uncw.edu

Presentation OutlinePresentation Outline

Research ProblemResearch Problem

Theoretical FrameworksTheoretical Frameworks

Action Learning MethodAction Learning Method

ImplementationImplementation

Survey Results Survey Results

Conclusions / Future DirectionsConclusions / Future Directions

QuestionsQuestions

Research ProblemResearch Problem

Three overlapping areasThree overlapping areas– Demands of the IS capstoneDemands of the IS capstone– Asynchronous learning modeAsynchronous learning mode– Many instructional methodologiesMany instructional methodologies

Can the capstone course, requiring Can the capstone course, requiring interaction and feedback, be delivered interaction and feedback, be delivered asynchronously (e.g. distance learning)?asynchronously (e.g. distance learning)?

Demands of the IS CapstoneDemands of the IS Capstone

Content Content varies, but usually multiple objectives:varies, but usually multiple objectives:– Integrate all IS knowledge acquired during programIntegrate all IS knowledge acquired during program– Based on business policy and strategyBased on business policy and strategy– Develop critical thinking skillsDevelop critical thinking skills

DeliveryDelivery typically by case method (Thompson, 2000) typically by case method (Thompson, 2000)– Mix of lecture and case study discussions Mix of lecture and case study discussions – Case studies serve as a proxy to practical experience and a vehicle for Case studies serve as a proxy to practical experience and a vehicle for

developing analytical skills developing analytical skills – Relies on openly interactive and sometimes argumentative student input Relies on openly interactive and sometimes argumentative student input

to orchestrate discussion of management situations in which there are to orchestrate discussion of management situations in which there are frequently no definitive correct answersfrequently no definitive correct answers


Traditional learning Resource based

Teacher As Export model Facilitator / guide

Source Textbook as primary source

Variety of sources/media

Primary Facts as primary Questions as primary

Information is Packaged Discovered

Emphasis on Product Process

Assessment is Quantitative Qualitative / Quantitative

Traditional vs. Resource-based Learning Traditional vs. Resource-based Learning (Rakes, 1996)(Rakes, 1996)


Action Learning (Revans, 1982)Action Learning (Revans, 1982)– Action learning encompasses several Action learning encompasses several

variants, but essentially it is a form of learning variants, but essentially it is a form of learning where emphasis is placed on action through where emphasis is placed on action through experience or "by doing".experience or "by doing".


Action LearningAction Learning– Some tenets (Smith and O’Neil, 2003) Some tenets (Smith and O’Neil, 2003)

Participants tackle real problems without a "right" answer; Participants tackle real problems without a "right" answer; Participants meet in small, stable learning groupsParticipants meet in small, stable learning groupsParticipants hold intermittent meetings over a fixed program Participants hold intermittent meetings over a fixed program cycle;cycle;Problems are relevant to a participant's own workplace Problems are relevant to a participant's own workplace realities; realities; A supportive collaborative learning process is the group; A supportive collaborative learning process is the group; Process is based on reflection, questioning, conjecture and Process is based on reflection, questioning, conjecture and refutation; and refutation; and Participants take action between meetings to resolve their Participants take action between meetings to resolve their problem.problem.


Static model of learning (Dilworth, 1998)Static model of learning (Dilworth, 1998)

L = P + Q + R , where L = P + Q + R , where L=Learning, L=Learning,

P=Programmed Instruction, P=Programmed Instruction,

Q=Questioning and Q=Questioning and

R=Reflection. R=Reflection.


Process model of learning (Vat, 2002)Process model of learning (Vat, 2002)– Four iterative stages of activities performed by IS students as Four iterative stages of activities performed by IS students as

they explore a problem:they explore a problem:AnalysisAnalysis

– Students organize their knowledge Students organize their knowledge prior prior to the study of the problem. to the study of the problem. – Students encouraged to devise a specific statement about the problem Students encouraged to devise a specific statement about the problem

to define the boundaries of their knowledge. to define the boundaries of their knowledge. Research Research

– Collection of information (journal articles, textbooks, interviews, etc.) Collection of information (journal articles, textbooks, interviews, etc.) relevant to the problem, where students teach themselves as they relevant to the problem, where students teach themselves as they research the issue they face. research the issue they face.

Reporting Reporting – Students become “experts” who report their findings to one another to Students become “experts” who report their findings to one another to

help focus their investigation, clarify their knowledge and refine their help focus their investigation, clarify their knowledge and refine their problem-solving strategies. problem-solving strategies.

Feedback Feedback – Introduced from the instructor and fellow students at the end of each Introduced from the instructor and fellow students at the end of each

stage.stage.

Action Learning MethodAction Learning Method

Traditional Case Method approachesTraditional Case Method approachesPPlecturelecture RReflectioneflection PPcasecase QQcasecase RReflectioneflection

PPcasecase QQcasecase RReflectioneflection PPlecturelecture

Action Method approachAction Method approachQQprojectproject PPlecturelecture RReflectioneflection

QQprojectproject FFeedback, instructoreedback, instructor PPlecturelecture FFeedback, studenteedback, student RReflectioneflection

Implementation of the MethodImplementation of the Method

AssignmentsAssignments– Semester-long Research PaperSemester-long Research Paper

Topic ProposalTopic Proposal

Detailed OutlineDetailed Outline

Peer ReviewPeer Review

PresentationPresentation

PaperPaper

– Class ParticipationClass Participation

Survey MethodSurvey MethodMeasured Student Perception of Learning with 6 items (adapted from Hiltz Measured Student Perception of Learning with 6 items (adapted from Hiltz et al., 2000):et al., 2000):– Helped me learn a lot of factual materialHelped me learn a lot of factual material– Improved my ability to communicate clearlyImproved my ability to communicate clearly– Increased my critical thinking skillsIncreased my critical thinking skills– Improved my ability to integrate factsImproved my ability to integrate facts– Improved my ability to critically analyze written materialImproved my ability to critically analyze written material– Helped me learn to see relationships between ideasHelped me learn to see relationships between ideas

Five Point Scale, where Five Point Scale, where – 5=Significant, 4= Above average, 3= Average, 2 = Below average, 1= Well 5=Significant, 4= Above average, 3= Average, 2 = Below average, 1= Well

below average.below average.Five Assignments typesFive Assignments types– LecturesLectures– Case Study DiscussionsCase Study Discussions– Paper/Project assignmentPaper/Project assignment– Critiquing other students' workCritiquing other students' work– Receiving peer reviewsReceiving peer reviews

For Synchronous and Asynchronous sections of capstoneFor Synchronous and Asynchronous sections of capstone

Summary of ResultsSummary of Results

Synchronous (Traditional)

Synchronous (Asynchronous)

n 28 students 25

Lectures 4.02 4.01

Case Study Discussions

4.08 3.89

Paper/Project 4.28 4.28

Critiquing other students’ work

3.92 3.82

Receiving peer reviews

3.51 3.43

Averages of 6 items for Student Perception of LearningAverages of 6 items for Student Perception of Learning

Scale: 5=Significant, 4= Above average, 3= Average, 2 = Below average, 1= Well below average.Scale: 5=Significant, 4= Above average, 3= Average, 2 = Below average, 1= Well below average.

Questionnaire ResultsQuestionnaire Results

Traditional learning

Resource based

n 28 students 25

Project (Q) increased critical thinking skills

4.29 4.42

Project (P) 4.29 4.23

Feedback (F) to others 4.18 3.92

Feedback (F) from others

3.68 3.44

Questions for the Proposed Action Learning Model Questions for the Proposed Action Learning Model

Scale: 5=Significant, 4= Above average, 3= Average, 2 = Below average, 1= Well below average.Scale: 5=Significant, 4= Above average, 3= Average, 2 = Below average, 1= Well below average.

ConclusionsConclusions

No significant difference between the ALN No significant difference between the ALN and traditional student sections were and traditional student sections were observed on the questions related to observed on the questions related to increases in critical thinking skills. increases in critical thinking skills. – Introduction of active learning model may Introduction of active learning model may

have helped to increase the skill set for ALN have helped to increase the skill set for ALN students.students.

Potential implications Potential implications for the classroomfor the classroom

Case study may be used effectively in a Case study may be used effectively in a capstone distance education course if:capstone distance education course if:– Students get involved in providing feedback Students get involved in providing feedback

directly to other studentsdirectly to other students– The instructor provides guidance to the The instructor provides guidance to the

framework of analysisframework of analysis– Emphasis on critical thinking skills is Emphasis on critical thinking skills is

embedded throughout the curriculumembedded throughout the curriculum

LimitationsLimitations

Exploratory researchExploratory research

Need to increase the number of subjectsNeed to increase the number of subjects

Contrast to traditional classContrast to traditional class

Have a pre and post test to measure Have a pre and post test to measure “critical thinking skills”“critical thinking skills”

QuestionsQuestions

Is method viable?Is method viable?

Is there a difference between DL and Is there a difference between DL and regular classroom students?regular classroom students?

Future direction—how to integrate Future direction—how to integrate dynamic and process model?dynamic and process model?

An Action Learning Approach For Increasing Critical Thinking Skills In An Information Systems...

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