Agile Course Design: Multi-University Faculty Collaboration to Design the MIS Course for an Online MBA Program

Autor/inn/en	Woszczynski, Amy B.; Pridmore, Jeannie L.; Bandyopadhyay, Tridib; Godin, Joy; Prince, Bradley J.
Titel	Agile Course Design: Multi-University Faculty Collaboration to Design the MIS Course for an Online MBA Program
Quelle	In: Journal of Information Systems Education, 32 (2021) 1, S.9-26 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1055-3096
Schlagwörter	College Faculty; Teacher Collaboration; Masters Programs; Business Administration Education; Student Attitudes; Comparative Analysis; Instructional Design; Course Descriptions; Online Courses; Graduate Students; Institutional Cooperation; Course Evaluation; Information Science Education; Information Systems; Computer Software; Values; Teacher Evaluation; Program Descriptions + Suchen Sie Ihr Suchwort? Fakultät; Lehrerkooperation; Magister course; Magisterstudiengang; Schülerverhalten; Lesson concept; Lessonplan; Unterrichtsentwurf; Kursstrukturplan; Online course; Online-Kurs; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Institute; Co-operation; Cooperation; Institut; Kooperation; Informationstechnologische Bildung; Wertbegriff; Teacher appraisal; Lehrerbeurteilung
Abstract	This paper outlines a collaborative course design process to develop and implement a required IS course in an online cohort-based MBA program using principles of The Agile Manifesto. The primary goal of this study is to analyze how students in traditionally developed courses and those in collaboratively developed courses differ. Specifically, we sought to reduce variability in student satisfaction across multiple sections offered by instructors who hail from different universities. We compared three semesters of students who took the course before (n = 101) and after (n = 162) use of the agile course development process. We found less variability in student evaluations in the 'after' group as compared to the 'before' group, providing support that the agile course development process provided a more consistent and similar experience for students. The second goal is to evaluate changes in student evaluations, comparing 'before' and 'after' groups. We did not expect to see substantial improvement since all instructors already received very high evaluations. Scores for all questions on the student evaluations increased after using the agile process, but the increases were not statistically significant. The final goal is to prepare an agenda for future research on agile course development based on components of The Agile Manifesto that were not used in the course development process. Opportunities include: comparing the agile course development process to other methods; adding more targeted questions to the student survey to better gauge changes in student satisfaction; partnering with alumni, current students, and industry to develop more relevant course material; and extending the process to other contexts. (As Provided).
Anmerkungen	Journal of Information Systems Education. e-mail: editor@jise.org; Web site: http://www.jise.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01