Effective Use of In-Class Mini Case Analysis for Discovery Learning in an Undergraduate Mis Course

Abstract

An introductory course in Management Information Systems is required of undergraduate business majors. A great deal of material needs to be covered in this course. Use of the usual lecture format leads to adequate coverage of the material but fails to actively engage the students in a manner that is conducive to better understanding of concepts, principles and issues. The long lecture format usually fails to arouse enthusiasm in the students about the many potential applications of information systems for business problem solving. They generally fail to ensure that students would develop a strong interest in the subject matter or develop an appreciation about the important managerial concerns with information systems. In this article, we discuss the use of in-class mini case analysis to actively engage the students in their own learning, help them discover principles that are important in the context of management of information systems and be responsible about their own learning. Some of the benefits of use of in-class mini cases included improved attendance, higher motivation, greater involvement in learning, better retention of important principles and lower monotony in lectures. Analysis of student evaluation data suggests that use of mini case analysis significantly increases the effectiveness of class sessions.