Abstract
Todd (1999) describes the late 20th Century as the “Age of Information”, where an emphasis is placed on the external organization, transformation and communication of information. He argues that the 21st Century will be the “Age of the Mind”, where the key success factors of organizations will be the extent to which they are able to use, share and create knowledge. It is well acknowledged that in order to comply with the demands of the Age of the Mind, it is imperative for educators at all levels to develop learners with cognitive and meta-cognitive, as well as social, competencies. As Birenbaum and Dochy (1996) indicate, cognitive competencies include problem solving, critical thinking, formulating questions, searching for relevant information, making informal judgments and ensuring the efficient use of information. Since schools and universities are preparing students for society, both the new role of information and the new required competences should be taken into account when developing courses. Within a variety of disciplines, innovations in education are implemented. For informatics, new ways of teaching are described by Davey and Tatnall (1994), Jurema et al. (1995) and Penjam (1997) and are discussed at gatherings organized by the Information Systems Education Conference (ISECON).
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Albanese, M.A., & Mitchell, S. (1993). Problem-based learning: A review of literature on its outcomes and implementation issues. Academic Medicine, 1, 52–80.
Biggs, J.B. (1978). Individual and group differences in study processes, British Journal of Educational Psychology, 48, 266–279.
Biggs, J.B. (1985). Student approaches to learning and studying. Hawthorn, Victoria: Australian Council for Educational Research.
Birenbaum, M. (2000). New insights into learning and teaching and the implications for assessment. The future is now–Are we ready to meet the challenges. Key-note Address at the Assessment 2000 Conference of the EARLI SIG on Assessment and Evaluation, the Netherlands, Sept.
Birenbaum, M., & Dochy, F. (1996). Alternatives in assessment of achievements, learning processes and prior knowledge. Boston: Kluwer Academic.
Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers and students. Learning and Instruction, 7 (2), 161–186.
Bowden, J., & Marton, F. (1998). The university of learning. London: Kogan Page.
Costa, P.T. Jr., & McCrae, R.R. (1985). Concurrent validation after 20 years: The implications of personality stability for assessment. In J.N. Butcher, & C.D. Spielberger (Eds.), Advances in personality assessment (pp. 31–54 ). Hillsdale, NJ: Erlbaum.
Coulson, R.L., & Osbourne, C.E. (1984). Insuring curricular content in a student-directed problem-based learning program. In H.G. Schmidt & M.L. de Volder (Eds.) Tutorial in problem-based learning. A new direction in teaching the health professions (pp. 225–229 ). Assen: Van Gorcum.
Davey, B. & Tatnall, A. (1994). Problem solving and Management Information Systems. In M. Ostwald & A. Kingsland (Eds.) Research and development in problem based learning. Newcastle: Australian Problem Based Learning Network.
De Corte, E. (1990). A state-of-the-art of research on learning and teaching. Keynote lecture presented at the 1st European Conference on the First Year Experience in Higher Education, Aalborg University, Denmark, April.
Dochy, F., Segers, M., & Buehl, M (1999). The relation between assessment practices and outcomes of studies: The case of research on prior knowledge. Review of Educational Research, 69 (2), 145–186.
Dolmans, D.H.J.M., Gijselaers, W.H., & Schmidt, H.G. (1993). Course content coverage as a measure of instructional quality, Evaluation and Health Professions, 16 (4), 448–471.
Dolmans, D.H.J.M., Snellen-Balendong, H., Wolfhagen, I.H.A.P., & van der Vleuten, C.P.M., (1997). Seven principles of effective case design for a problem-based curriculum, Medical Teacher, 19 (3), 185–189.
Gal, I., & Garfield, J. (1997). The assessment challenge in statistics education. Amsterdam: IOS Press.
Gal, I., Ginsburg, L., Schau, C., (1997). Monitoring attitudes and beliefs in statistics education. In I. Gal & J.B. Garfield, The assessment challenge in statistics education (pp. 37–51 ). Amsterdam: IOS Press.
Gentry, J.A., & Helgesen, M.G., (1999). Using learning style information to improve the core financial management course, Financial Practise & Education, 9 (1), 59–70.
Gijselaers, W.H., Schmidt, H.G., (1990). The development and evaluation of a causal model of problem-based learning. In Z. Nooman, H.G. Schmidt & E. Ezzat (Eds.) Innovation in medical education: An evaluation of its present status (pp. 95–113 ). New York: Springer.
Goldberg, L.R., (2001), Possible questionnaire format for administering the 50 big -five factor markers. [WWW document]. [On-line] (Accessed 14/08/02), URL:http://ipip.ori.org/ipip/qform50.htm
Hair, J.F., Anderson, R.E., Tatham, R.L., & Black, W.C. (1998). Multivariate data analysis ( 5th ed ). Upper Saddle River: Prentice Hall.
Helgeson, S.L. (1993). Assessment of science teaching and learning outcomes. Columbus, Oh: National Center for Science Teaching and Learning.
Jurema, A.C., Costa-Lima, M.E., Dalmau, M.C., & Jurema, M. (1995). Towards a pedagogy of informatics. Paper presented at the 1 st International Conference on Computer Support for Collaborative Learning, Bloomington, Indiana, October.
Kaiser, H.F., & Rice, J. (1974). Little jiffy mark IV, Educational and psychological measurement, 34, 111–117.
Kolb, D.A. (1976). Learning style inventory. Boston: McBer & Co.
Koschmann, T.D., Myers, A.C., Feltovich, P.J, & Barrows, H.S. (1994). Using technology to assist in realizing effective learning and instruction: A principled approach to the use of computers in collaborative learning, The Journal of Learning Sciences, 3 (3), 227–264.
Laudon, K.C., & Laudon, J.P., (2000). Management information systems (6th ed.). London: Prentice Hall.
Ma, I. (1994). Problem based learning and students’ approaches in information systems. In M. Ostwald & A. Kingsland, Research and development in problem based learning (pp. 101–110 ). Newcastle: Australian Problem Based Learning Network.
Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah, NJ: Lawrence Erlbaum. Matthews, D.B. (1991). The effects of learning style on grades of first-year college students, Research in Higher Education, 32 (3), 253–268.
McLeod, D.B. (1992). Research on affect in mathematics education: A reconceptualization. In D.A. Grouws (Ed.) Handbook of research on mathematics teaching and learning (pp. 575–596 ). New York: Macmillan
Mergendoller, J.R., Bellisimo, Y., & Maxwell, N.L. (1999). Content knowledge and student characteristics: A comparative study of the impact of problem-based learning and traditional instructional strategies in high school economics with different types of students. Paper presented at the 1999 American Educational Research Association Annual Meeting, Montreal, Canada, April.
Moust, J.H.C., Bouhuijs, P.A.J., & Schmidt, H.G. (1989). Probleemgestuurd onderwijs: Een wegwijzer voor studenten. Groningen: Wolters-Noordhoff.
Mowday, R., Steers, R., Porter, L., (1979). The measurement of organizational commitment, Journal of Vocational Behavior, 14, 224–247.
Norman, G.R., & Schmidt, H.G. (2000). Effectiveness of problem-based learning curricula: Theory, practice and paper darts. Medical Education, 34, 721–728.
Osland, J.S., Kolb, D.A., & Rubin, I.M., (2001). Organizational behavior ( 7th ed. ). Upper Saddle River: Prentice Hall.
Penjam, J. (1997). On conception of informatics education. [WWW Document] [On-line] (Accessed 14/08/02) URL: http://greta.cs.ioc.ee/~jaan/papers/riia3.html
Piedmont R.L. (1998). The revised neo personality inventory. New York: Plenum Press. Poikela, E., & Poikela, S. ( 1997 ). Conceptions of learning and knowledge: Impacts on the
implementation of problem-based learning. Zeitschrift fur Hochschuldidactik, 21 (1), 8–
Prosser, M., Trigwell, K., Hazel, E., & Gallagher, P. (1994). Students’ experiences of teaching and learning at the topic level, Research and Development in Higher Education, 16, 305–310.
Prosser, M. & Trigwell, K. (1999). Understanding learning and teaching: The experience in higher education. Buckingham: The Society for Research into Higher Education & Open University Press.
Regehr, G., & Norman, G.R. (1996). Issues in cognitive psychology: Implications for professional education. Academic Medicine, 71 (9), 988–1001.
Robbins, S.P. (2000). Essentials of organizational behaviour. Upper Saddle River: Prentice Hall.
Savery, J.R., & Duffy, T.M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational Technology, Sept–Oct, 31–38.
Schahabudi, S.H. (1987). Content coverage in problem-based learning, Medical Education, 21, 231–313.
Schmidt, H.G. (1993). Foundations of problem-based learning: Some explanatory notes. Medical Education, 27, 422–432.
Schmidt, H.G., Patel, V.L., Gijselaers, W.H., Nuy, H., & de Grave, W.S. (1985). Dimensions of problems for problem-based learning. Unpublished paper, Universiteit Maastricht.
Sharma, S. (1996). Applied multivariate techniques. New York: Wiley & Sons.
Stoy, D. (1999). The link between entrepreneurial success and advanced skills in organisation development. In J. Hommes, P. Keizer, M. Pettigrew and J. Troy (Eds.). Educational Innovation in Economics and Business IV (pp. 229–238 ). Dordrecht: Kluwer Academic Publishers.
Todd, R. (1999). Reading the future: Knowledge management 4: Towards a community of learning. Scan, 18 (3), 34–37.
Turban, E. Mclean E., & Wetherbe, J., (1999). Information Technology for Management ( 2nd Ed. ), New York: John Wiley & Sons.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2004 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Nijhuis, J., Segers, M., Gijselaers, W. (2004). Learning about Teaching Information Systems in a Problem-Based Curriculum: An Exploratory Study of the Impact of Students’ Individual Differences on their Conception and Perception of Problem Tasks. In: Ottewill, R., Borredon, L., Falque, L., Macfarlane, B., Wall, A. (eds) Educational Innovation in Economics and Business. Educational Innovation in Economics and Business, vol 8. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-1386-3_14
Download citation
DOI: https://doi.org/10.1007/978-94-017-1386-3_14
Publisher Name: Springer, Dordrecht
Print ISBN: 978-90-481-6505-6
Online ISBN: 978-94-017-1386-3
eBook Packages: Springer Book Archive