Understanding the paradox of information systems (IS) case studies

Mathews Nkhoma, Narumon Sriratanaviriyakul, Hiep Cong Pham, Tri Khai Lam

Research output: Chapter in Book/Report/Conference proceedingConference Paper published in Proceedings

Abstract

This research aims to understand the mediating roles of learning engagement, learning process, learning experience and their impacts towards students' learning outcomes through case study pedagogy. Using data collected from the 2013 cohort of Information Systems (IS) classes at RMIT University Vietnam, findings were based on students' responses to survey items on whether localized real case studies have positive influence on student engagement (in skill, emotional, participation, and performance), learning process (students' approach on knowledge), and learning experience (students' opinion on feedback from classmates and lecturer). The research further explored how these mediators affect students' learning outcomes in group performance and individual's perceptions of group learning. Structural equation modeling was used to test the causal model. Analysis revealed that case knowledge and case perception had positive influences on students' skill and emotional engagement. However, only case knowledge had a positive impact on the functions of feedback.

Original languageEnglish
Title of host publication19th Americas Conference on Information Systems, AMCIS 2013 - Hyperconnected World
Subtitle of host publicationAnything, Anywhere, Anytime
Pages3810-3821
Number of pages12
Volume5
Publication statusPublished - 1 Dec 2013
Externally publishedYes
Event19th Americas Conference on Information Systems, AMCIS 2013 - Chicago, IL, United States
Duration: 15 Aug 201317 Aug 2013

Conference

Conference19th Americas Conference on Information Systems, AMCIS 2013
CountryUnited States
CityChicago, IL
Period15/08/1317/08/13

Fingerprint Dive into the research topics of 'Understanding the paradox of information systems (IS) case studies'. Together they form a unique fingerprint.

Cite this