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Case Study: Case Study: Redesign of Redesign of an Online MIS Course to an Online MIS Course to Include Multiple Learning Include Multiple Learning StylesStyles
Gary Ury
Northwest Missouri State University
garyury@nwmissouri.edu
Study Description
Management Information Systems course IS 2002.01 level Service course for all Business Majors
MIS survey course that includes database and spreadsheet projects
Previous study found a significant difference in final course grades between traditional classroom students and online students
Purpose: Redesign the online course to include delivery that would address multiple learning styles (audio, video, demos, etc.)
Study Design Redesign content Summer 2005 Lectures recorded in small units
10 minutes used as a guideline Tegrity (http://www.tegrity.com/) Impatica (http://www.impatica.com/)
Narrated and illustrated demonstrations of Microsoft Access and Excel labs
Written lecture notes, outlines, and chapter PowerPoint slides were included in units Text: “Fundamental of Information Systems” by
Stair and Reynolds
Redesign group 113 classroom and 46 online students Academic year 2005-06
Previous study group 800 classroom and 219 online students Academic years 1999-2004
Student Demographics
Student Demographics
2.98
2.87
2.8
2.85
2.9
2.95
3
Trad. Online
Course Delivery Method
Average Overall GPA
23
22
20
21
22
23
24
25
Trad. Online
Course Delivery Method
Average ACT Scores
Average Credit Hours Completed Online 114 hours Traditional 108 hours
Equal academic ability ACT (22 online, 23 traditional) GPA (2.9 online, 3.0 traditional)
Final Course Grades Comparison
83%
79%
75%
77%
79%
81%
83%
85%
Trad. Online
Course Delivery Method
Average Course Grades
Traditional classroom students scored significantly higher, 83%, compare to online students, 79%
Grade Comparison by Activity
Online students scored lower on lab components
88%80%
93%
83% 78% 76% 80%73%
76% 77%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Class Online Class Online Class Online Class Online Class Online
AccessLab
AccessProj
ExcelLab
ExcelProj
Exams
Average Grade by Course Activity
Comparison of Final Course Grades
Before and After Redesign
Traditional classroom students of both groups scored significantly higher when compared to online students
84%
79%
83%
79%
75%
77%
79%
81%
83%
85%
Old Trad. Old Online RedesignTrad.
RedesignOnline
Course Delivery Method
Average Grade Before and After Redesign
Conclusions Students self-selected the online sections
Willing to accept lower grades? Found online format more difficult?
Students could not transfer to class section Students quit participating but didn’t drop the course
Completing require business core course?
Two major questions remain: 1. How can technical, hands-on labs, be designed
to become more interactive and valuable to online students?
2. How to motivate online students to stay in the course and perform to the best of their abilities?
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