Journal of Information Systems Education


This paper discusses on-going efforts to use Problem-Based Learning (PBL) in the first course of a two part Systems Analysis and Design sequence. The PBL class used a series of five group projects to focus student learning on major areas traditionally covered in a Systems Analysis course. Each project culminated in a group report or oral presentation. Peer and presentation evaluations were conducted on-line with summary data and comments available to each student. Students were also required to perform a self-assessment of their learning on each project. In addition to group work, students used a Lotus Notes/Domino discussion database as a tutorial aid and to discuss major topics of the course, post references for problems and to coordinate group activities. An analysis of student attitudes toward PBL and peer evaluations is provided and compared to the results from a previous study.



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