Beneath the Surface: The Experience of Learning about Information Systems (Google eBook)

Front Cover
Informing Science, 2006 - Active learning - 295 pages
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Contents

2 Key aspects of variation with some other important perspectives on learning
26
21 A behaviourist perspective
28
22 A cognitivist perspective
29
23 An individual constructivist perspective
30
24 A situated cognition perspective
31
25 Summary and significance of variation
32
3 Important findings of previous phenomenographic studies into student learning
34
32 Students approach learning in a limited number of qualitatively different ways
36
33 The quality of students learning outcomes is related to the learning approach adopted
40
34 Summary and significance of important findings
42
5 Educationally critical aspects of the experience of learning about a phenomenon
44
51 The notion of educationally critical aspects
45
52 The process of identifying educationally critical aspects
48
6 Identifying educationally critical aspects of the experience of learning about the concept of an IS at the undergraduate level
51
7 Summary and conclusion
52
A Scholarly Experience of Learning about the Concept of an IS
55
1 Scholarly knowledge about ways of experiencing the concept of an IS
58
11 Category A An IS as a technical system
59
12 Category B An IS as a social system
64
13 Relationship between Category A and Category B ways of experiencing an IS
68
14 Attribution of meaning
69
15 Arguments for a desired way of experiencing an IS for undergraduate students
71
16 A desired way of experiencing the concept of an IS for undergraduate students
75
2 Scholarly knowledge about approaches to learning about IS
78
22 A phenomenographic perspective
83
23 An effective approach to learning about IS
84
3 Scholarly knowledge about the relationship between approach to learning about IS and way of experiencing the concept of an
85
4 A scholarly experience of learning about the concept of an IS
86
5 Summary and conclusion
88
Students Experiences of Learning about the Concept of an IS Method
91
1 The general orientation of phenomenographic research approaches
93
12 The object of phenomenographic research
94
13 The outcomes of phenomenographic research
95
14 Data collection
96
15 Data analysis
98
16 The scope of phenomenographic research
102

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Popular passages

Page 260 - Richards, M., & Pelley, L. (1994). The Ten Most Valuable Components of an Information Systems Education. Information and Management, 27(1), 59-68.
Page 255 - Falkenberg, ED, Hesse, W., Lindgreen, P., Nilsson, BE, Han Oei, JL, Rolland, C., Stamper, RK, Van Assche, FJM, Verrijn-Stuart, AA, Voss, K.

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