In the first part of this paper there will be described my expectations and evaluation of online discussions with fellow student, concerning Moment 2 of the course “Design Theories and Design Research”. In the second part of the paper I’ll describe my personal experiences and impressions from using an information systems development and design method. In the third part of the paper I’ll make a critical review of two educational sources on information systems development.
Introduction
In the first part of this paper there will be described my expectations and evaluation of online discussions with fellow student, concerning Moment 2 of the course “Design Theories and Design Research”. In the second part of the paper I’ll describe my personal experiences and impressions from using an information systems development and design method. In the third part of the paper I’ll make a critical review of two educational sources on information systems development.
Online Learning and Online Discussions
In this section I’ll describe my expectations and evaluation of online discussions with fellow student. From the very beginning of the course I expected it would be different from a usual “real-world” University course, especially meaning communication both between students and between student and a teacher. Harasim (1990) points up several key differences between computer-mediated and face-to-face discussions: time dependence, place dependence, the structure of communication and richness of communication. My experience of the course’s online discussions shows that time and place dependences don’t influence very much the quality and succession of the discussion, just its speed. There is very slight possibility to get answer to your question fast; usually it takes one to three-four days.
Thomas' (2002) research of online discussion shows that the nature of computer-mediated communication affects students’ learning. This study concludes that online discussions call “high levels of cognitive engagement and critical thinking”. However, according to the further study, “the instructor plays an essential role in promoting students’ motivation, enjoyment and perceptions of learning online” (Dezhi Wu, Starr Roxanne Hiltz, 2004). My experience from online discussions totally supported this finding. The discussion’s topics, suggested by the teacher, were formulated in such a way, which provoke intensive discussion and stimulate students to learn more about the subject.
I didn’t feel yet, that the discussion in the message board increased the cohesion in the study group markedly. Maybe, it’s just the beginning and later the discussion will be more effective, but at the moment many students write the message on the board just because it is required by assignment. Usually they don’t answer each other and don’t discuss the point between fellows, but just give their opinion on the discussion topic. Of course, it’s also an important part of learning and I found some interesting links in the students’ messages, but still it’s very little real discussion. Students don’t argue with each other; don’t try to defend their point of view and sometimes don’t come back to check if they have any answer from other students.
Still, after all this experience I rank the online discussions with my fellow students higher than before. First of all, I can see totally different points of view just after some messages. Second, I can find some interesting links in students’ messages. Third, I can read about real-life experience, and it sounds even more important when you realize that this real-life experience comes from very different cultures, as we have student from very different countries.
Personal Experiences from Using ISD Method
In this section I’ll describe my experiences from using an information systems development and design method.
Frequently asked questions
What is the main topic of this document?
This document reflects on online discussions in a design theories and design research course, personal experiences using an information systems development (ISD) method, and a critical review of educational sources on ISD.
What are the author's expectations about online discussions?
The author expected online discussions to differ from traditional university courses, particularly in communication between students and teachers. They anticipated that time and place would have less influence on the quality of discussions but might affect the speed of responses.
How does the author evaluate online discussions?
The author believes online discussions stimulate cognitive engagement and critical thinking but emphasizes the instructor's essential role in promoting motivation and enjoyment. They note that while they see diverse perspectives and find interesting links, there's a lack of in-depth discussion and debate among students.
Has the author found online discussions beneficial?
Yes, the author ranks online discussions higher than they initially expected, appreciating the diverse viewpoints, interesting links shared by students, and real-life experiences from different cultures.
What experience does the author have with Information Systems Development (ISD) methods?
The author has experience developing web-based systems, such as hotel-booking systems, blogs, and content management systems, using structured methodologies and Gantt charts for project management.
What do you mean by "Moment 2 of the course 'Design Theories and Design Research'?"
The text refers to a specific assignment or module within the course, labelled "Moment 2," suggesting a structured learning path.
What are the dependencies in online learning?
The author notes time and place dependencies, though not heavily impacting discussion quality, can affect response speed. It typically takes one to three or four days to receive answers to questions.
How important is the instructor in online discussions?
Very important. The author's experience supports research indicating the instructor plays an essential role in fostering motivation, enjoyment, and learning perceptions in online environments.
Why does the author think the cohesion in the study group is not as high as it could be?
The author suggests that students might be participating because it's a requirement, not necessarily because they're genuinely engaging in discussion and debate with each other.
What were some of the real-life experiences shared by students during discussions?
The author emphasizes the value of real-life experiences shared, especially from different cultures, thanks to the diverse student body.
- Arbeit zitieren
- MSc Jekaterina Novikova (Autor:in), 2010, Fundamental Information Systems Design Concepts, München, GRIN Verlag, https://www.grin.com/document/159369
