Learning Core Concepts of Business Information Systems Engineering by Teaching–Lessons Learned from a Comparative Teaching Experiment

Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 569)

Abstract

Establishing interactive learning settings in higher education requires more learner-centric teaching methods. Therefore, one possible approach is learning by teaching. However, its application has only sparsely been studied for the business information systems (BIS) development domain so far. In this paper, the feasibility of the method for teaching BIS development topics is evaluated by means of a teaching experiment, comparing its application in four different undergraduate courses at two universities. We conducted a survey to investigate students’ perception and evaluated selected results of the exam to assess the actual effectiveness of the method. Results indicate that the method is perceived as appropriate to gain knowledge in general. While preparing a subject on their own was perceived as useful for a better understanding, the students’ presentations were not considered an improvement over a traditional lecture. However, no negative impacts on the learning outcomes were observed.

Keywords

Information technologies in education Learning by teaching IS education Teaching methods 

References

  1. 1.
    Aalst, W.M.P., Hofstede, A.H.M., Weske, M.: Business process management: a survey. In: Aalst, W.M.P., Weske, M. (eds.) BPM 2003. LNCS, vol. 2678, pp. 1–12. Springer, Heidelberg (2003). doi:10.1007/3-540-44895-0_1 CrossRefGoogle Scholar
  2. 2.
    Biswas, G., Leelawong, K., Schwartz, D., Vye, N.: The teachable agents group at vande: learning by teaching: a new agent paradigm for educatonal software. Appl. Artif. Intell. 19(3–4), 363–392 (2005)CrossRefGoogle Scholar
  3. 3.
    Downing, C.E., Liu, C.: Doing more with less in is education: getting students to teach each other. In: AMCIS 2011 Proceedings, p. Paper 139 (2011)Google Scholar
  4. 4.
    Farhoomand, A.: Writing teaching cases: a reference guide. Commun. Assoc. Inf. Syst. 13(1), Article 9 (2004)Google Scholar
  5. 5.
    Grzega, J.: Learning by Teaching: The Didactic Model LdL in University Classes (2005). http://www.joachim-grzega.de/ldl-engl.pdf
  6. 6.
    Grzega, J., Schaner, M.: The didactic model LdL (lemen durch lehren) as a way of preparing students for communication in a knowledge society. J. Educ. Teach. 34(3), 167–175 (2008)CrossRefGoogle Scholar
  7. 7.
    Hals, E.: Learning by teaching. Sch. Health Rev. 4(6), 34 (1973)Google Scholar
  8. 8.
    Janke, E., Bartel, A., Figas, P., Brune, P., Hagel, G., Müller-Amthor, M.: Die lehre von software engineering–eine erhebung der anforderungen aus der praxis. In: Tagungsband Embedded Software Engineering Kongress, pp. 683–689 (2012)Google Scholar
  9. 9.
    Klose, K., Schallert, M., Holten, R., Becker, J., Rosemann, M.: Integrative teaching aspects for the profession: development and application of a teaching framework. In: ECIS 2004 Proceedings, p. paper 90 (2004)Google Scholar
  10. 10.
    Michie, D., Paterson, A., Hayes-Michie, J.: Learning by teaching. In: Scandinavian Conference on Artificial Intelligence 1989 Proceedings, pp. 307–331 (1989)Google Scholar
  11. 11.
    Pedroni, M., Meyer, B.: The inverted curriculum in practice. In: SIGCSE 2006 Proceedings, pp. 481–485 (2006)Google Scholar
  12. 12.
    Recker, J.: Opportunities and constraints: the current struggle with BPMN. Bus. Process Manag. J. 16(1), 181–201 (2010)MathSciNetCrossRefGoogle Scholar
  13. 13.
    Sedelmaier, Y., Claren, S., Landes, D.: Welche kompetenzen benötigt ein software-ingenieur? In: Proceedings of Software Engineering im Unterricht der Hochschulen (SEUH 2013), pp. 117–128 (2013)Google Scholar
  14. 14.
    Wetherbe, J.: Innovating communication skills into mis curriculum: parallel processing. In: ICIS 2011 Proceedings, p. paper 4 (2011). http://aisel.aisnet.org/icis2011/proceedings/icisclassroom/4/
  15. 15.
    Zhang, X., Zhang, C.: The more you teach, the less they learn: effects of teaching approaches on learning performance. In: AMCIS 2011 Proceedings, p. paper 168 (2011)Google Scholar

Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

  1. 1.University of Applied Sciences Neu-UlmNeu-UlmGermany

Personalised recommendations