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Metacognition and Information System Students: How to Improve Outcomes without Lowering Standards
Abstract
This paper considers the impact that instruction in cognition and metacognitive skills has and on student outcomes in one Information Systems course over three years. Some conditions and constraints regarding the teaching of Information Systems in the Australian universities sector are examined and discussed. Student performance data over a six semester period are analysed in order to assess the effect that changes to teaching practices and the inclusion of instruction in basic memory, cognitive style and processing has on student outcomes. It is strongly suggested that Information Systems curricula should change to include such metacognitive aspects.
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