How to Use the Potential of Learning Outcomes in IS Courses: Listening to the Voices of Students
2010 (English)In: 2010 ISECON Proceedings: v27 n1327, 2010Conference paper (Refereed)
This study illustrates how students view the role and meaning of learning outcomes. We have conducted a focus group with students who attended the course “Enterprise (ERP) systems and organizing” within an IS bachelor program in Sweden. Our study shows that students, as a course’s main stakeholder group, regard the multi-functionality of learning outcomes. What they still miss is knowledge about the role and meaning of learning outcomes as control instruments for the entire educational process. When teachers formulate learning outcomes in a transparent and clear way, students will be able to use them actively prior to courses, during courses and after courses. In order to better use the potential of learning outcomes in practice, we need to find ways of not just formulating learning outcomes in a standardized manner, but also practicing them in our courses. When this learning outcome model has been accepted and applied in teachers’ course activities, not just their syllabus writing, we have possibilities to use the full potential of learning outcomes.
Place, publisher, year, edition, pages
Learning outcomes, Bologna Process, students, focus group
IdentifiersURN: urn:nbn:se:liu:diva-60089OAI: oai:DiVA.org:liu-60089DiVA: diva2:355035
Information Systems Educators Conference, October 28 to 31, 2010, Nashville, Tennessee