Description
Systems Analysis and Design as a taught subject at undergraduate level can be challenging for both the lecturer and student. The large number of theoretical concepts that need to be taught and assessed and the difficulty of simulating these within the classroom environment can result in dull teaching sessions and disengaged students. This paper puts forward a scaffolded case study approach for assessing undergraduate level Systems Analysis and Design. Student module evaluation feedback and grades are presented to show its effectiveness for engaging students in the Systems Analysis and Design discipline.
Recommended Citation
Garfield, Joy, "Assessing Theoretical Concepts in Systems Analysis and Design: A Scaffolded Case Study Approach" (2017). AMCIS 2017 Proceedings. 5.
https://aisel.aisnet.org/amcis2017/ISEducation/Presentations/5
Assessing Theoretical Concepts in Systems Analysis and Design: A Scaffolded Case Study Approach
Systems Analysis and Design as a taught subject at undergraduate level can be challenging for both the lecturer and student. The large number of theoretical concepts that need to be taught and assessed and the difficulty of simulating these within the classroom environment can result in dull teaching sessions and disengaged students. This paper puts forward a scaffolded case study approach for assessing undergraduate level Systems Analysis and Design. Student module evaluation feedback and grades are presented to show its effectiveness for engaging students in the Systems Analysis and Design discipline.