Abstract
Locating information systems education foursquare within rigorous and substantial educational research is crucial if the discipline is to receive the scholarly attention that it warrants. One way to do that is to highlight how current information systems course design in Australian undergraduate and postgraduate programs exhibits the strongest possible elements of contemporary learning theories. This paper analyses selected features of the design of an information systems postgraduate course in an Australian university, including the use of peer review of journal entries and writing professional reports to enhance authentic learning and maximise quality assessment design. The analysis is framed by the principles of instructional design theory (Snyder 2009). The authors argue that, by demonstrating theoretically grounded and effective educational practice, the course highlights the value of being located in wider educational research, and of bringing the two fields more closely together.
Recommended Citation
Hafeez-Baig, Abdul; Raj, Gururajan; David, Jones; and Danaher, P. A., "Feeding Back and Enhancing Authentic Learning in Quality Course Assessment Design: Locating Information Systems in Rigorous Educational Research" (2012). ACIS 2012 Proceedings. 47.
https://aisel.aisnet.org/acis2012/47