Impact of Web based flexible learning on academic performance in information systems

Journal of Information Systems Education, 2003 by Bryant, Kay, Campbell, John, Kerr, Don

ABSTRACT

Flexible learning environments are becoming increasingly important for the planning and delivery of information systems curricula. Despite the significance and importance of these new learning environments, little has been done to empirically assess their impact on student learning outcomes. In this paper we investigate the effectiveness of using a technology-centric flexible learning environment to teach a tertiary level introductory information systems course. The subjects for the study were students who were enrolled in two similar courses: (1) a group using traditional teaching and learning methods only, and (2) a group using a flexible learning a pproach incorporating extensive use of web technology. The course content, lecturer, textbook and assessment were the same for each group. The results show that the technology-centric flexible learning course provided an effective learning environment for students. However significant differences in academic performance within individual assessment items indicate that particular assessment strategies are more suited to a flexible learning context than others. Student tertiary entrance scores and computer playfulness were identified as important overall predictors of academic performance.

Keywords: IS education, flexible learning, hypermedia, computer playfulness

1. INTRODUCTION

Universities are under increasing pressure to provide responsive and relevant business education systems that produce self-reliant individuals with the ability to apply advanced problem-solving skills. These demands along with competitive pressures and reductions in educational funding are forcing many business educators to rethink delivery. Many Universities are adopting strategies centered on flexible learning and computer-based technologies. Much of the research into the use of flexible learning approaches revolves around the question of whether or not they provide a pedagogically sound foundation on which to provide educational programs. That is, do flexible learning approaches, particularly those employing the use of Internet technologies result in learning outcomes equivalent to that of traditional education. Further, do web-based flexible learning environments provide adequate reward for the extra development effort required? This paper focuses on flexible learning as an alternative to traditional teaching methods.

2. LITERATURE REVIEW

2.1 Flexible Learning

When considering flexibility, each course planner needs to identify the aspects of the program or course that will become flexible. Flexibility is generally understood to mean offering choices in the learning environment so that a course of study better meets the individual needs of students. Several aspects of the learning environment can offer flexibility including class times, course content, instructional approach, learning resources, location, technology use, entry/completion dates and communication medium (Collis et al. 1997). From a student's perspective, Collis (1998) identified several forms of flexibility that were of particular importance; these included location, class times, assignment completion times, course content, amount of communication required and assignments relevant to their workplace. However, in offering flexibility, educators must recognize and understand who their students are and where their experience and interests lie (Gaies 1989). Educators must also balance this autonomy with the need to provide opportunities for stimulating learning and fostering interaction and collaboration between the students themselves and the teacher.

Flexible learning is an educational approach that uses a range of student-centered teaching and learning methods and resources (GIHE 2000). This educational approach is responsive to the needs of a diverse student population. That is, students are personally and socially motivated to achieve and learn (Taylor and Joughlin 1997). Further, the introduction of flexibility encourages greater self-reliance and the development of lifelong learning skills (Harasim et al. 1995). Although the use of information and telecommunications technology is not a requirement for flexible learning, it is generally seen as an important element in supporting student-centered learning and improving the quality of education (Hobbs and Judge 1992; McComb 1994; Santoro 1995). Internet technologies can be used to enhance student independence and control over access to course content and other resources. These technologies can significantly reduce the required amount of formal face-to-face contact and allow students to progress through key course milestones at different rates.

Several researchers have undertaken reviews of the surfeit of research that exists on the use of web-based technologies in teaching and learning settings. Landauer (1995) reported that many studies did not have any scientific rigor and provided little support for the claims made while Chen and Rada (1996) found only 18 experimental studies of note. Analyses conducted in both studies revealed little advantage for web technologies over other media in general information tasks. A more recent analysis conducted by Dillon and Gabbard (1998) extended Landauer's work into the learning domain and attempted to provide a baseline review of experimental findings on the quantitative effects of hypertext/hypermedia on learning outcomes. Dillon and Gabbard found that the use of hypermedia did not lead directly to significant gains in comprehension, nor do media characteristics or interface features impact gains.