Volume 6

10 pages 500 K bytes

A Case Study in the Redesign of an Introductory MIS Course to Account for the Multiple Learning Styles of Online Students Gary Ury Northwest Missouri State University Maryville, MO 64468 USA

Abstract: In previous research the author discovered distinct and significant differences between online and traditional classroom student performance as measured by final course grade in a Management Information Systems course. A decision was made to redesign the course to include multiple media access to various components of the course. In particular we were interested in increasing the availability of socialization along with audio and visual interactivity. This article reports on the methods of the redesign, tools used, and compares the results of student performance under the new program to the findings in the previous study. In short, student performance as measured by final course grade percentage remained the same with traditional students performing better than online students. There was no significant increase in either group’s performance level as a result of the course redesign.

Keywords: online student performance, online instruction, online course design, online course delivery, online pedagogy

Download this issue:   ISEDJ.6(58).Ury.pdf   (Adobe PDF, 10 pages, 500 K bytes)

Preview the contents:   Ury.txt   (ASCII txt, 23 K bytes)

Recommended Citation: Ury (2008). A Case Study in the Redesign of an Introductory MIS Course to Account for the Multiple Learning Styles of Online Students. Information Systems Education Journal, 6 (58). http://isedj.org/6/58/. ISSN: 1545-679X. (A preliminary version appears in The Proceedings of ISECON 2006: §2545. ISSN: 1542-7382.)