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  • Scaling-Up Process-Oriented Guided Inquiry Learning Techniques for Teaching Large Information Systems Courses

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    96411_1.pdf (764.5Kb)
    Author(s)
    Trevathan, Jarrod
    Myers, Trina
    Gray, Heather
    Griffith University Author(s)
    Gray, Heather L.
    Trevathan, Jarrod
    Year published
    2014
    Metadata
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    Abstract
    Promoting engagement during lectures becomes significantly more challenging as class sizes increase. Therefore, lecturers need to experiment with new teaching methodologies to embolden deep learning outcomes and to develop interpersonal skills amongst students. Process Oriented Guided Inquiry Learning is a teaching approach that uses highly structured group work during lessons so that students construct content. Each group member takes on a role for which the other group members rely on, and then the group reports back to the class. This paper describes how group work was adapted for use in a large first year Information ...
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    Promoting engagement during lectures becomes significantly more challenging as class sizes increase. Therefore, lecturers need to experiment with new teaching methodologies to embolden deep learning outcomes and to develop interpersonal skills amongst students. Process Oriented Guided Inquiry Learning is a teaching approach that uses highly structured group work during lessons so that students construct content. Each group member takes on a role for which the other group members rely on, and then the group reports back to the class. This paper describes how group work was adapted for use in a large first year Information Systems course. Quantitative and qualitative results suggest that students are receptive to group work, as the approach creates a relaxed, friendly and trusting community that is typically not present in classes that use a didactic teaching style. We provide a discussion of lessons learned with regard to using group work in a large lecture theatre and give recommendations for how to improve interactivity amongst the class.
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    Journal Title
    Journal of Learning Design
    Volume
    7
    Issue
    3
    Publisher URI
    https://www.jld.edu.au/article/view/185/191
    Copyright Statement
    © The Author(s) 2014. This is an Open Access article distributed under the terms of the Creative Commons Attribution 3.0 Unported (CC BY 3.0) License (http://creativecommons.org/licenses/by/3.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
    Subject
    Information Systems
    Science, Technology and Engineering Curriculum and Pedagogy
    Education Systems
    Curriculum and Pedagogy
    Publication URI
    http://hdl.handle.net/10072/69328
    Collection
    • Journal articles

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