Using Active Learning, Group Formation, and Discussion to Increase Student Learning: A Business Intelligence Skills Analysis

This paper describes the process used to integrate active learning, group formation, and classroom discussion in a college-level business intelligence class. To assess the impact of active learning and discussion on learning outcomes, we captured student performance on their final data challenge ter...

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Bibliographic Details
Published inJournal of information systems education Vol. 31; no. 3; pp. 218 - 231
Main Authors Romanow, Darryl, Napier, Nannette P, Cline, Melinda K
Format Journal Article
LanguageEnglish
Published West Lafayette Journal of Information Systems Education 22.06.2020
EDSIG
Subjects
Academic achievement
Active Learning
Behavioral Objectives
Big Data
Business
Business Administration Education
Business intelligence
Business Schools
Class Activities
Classroom discussion
Classrooms
Cognition & reasoning
Cognitive ability
Collaborative learning
Colleges & universities
Communication
Cooperative Learning
Core curriculum
Data analysis
Data science
Decision making
Discussion (Teaching Technique)
Educational technology
Group Activities
Group Dynamics
Higher education
Information management
Information Technology
Intelligence (information)
Learner Engagement
Learning
Learning Processes
Outcomes of Education
Pedagogy
Pharmaceutical industry
Regression analysis
Skill Development
Skills
Student participation
Student Projects
Study and teaching
Teaching Methods
Thinking Skills
Undergraduate Students
United States
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Summary:This paper describes the process used to integrate active learning, group formation, and classroom discussion in a college-level business intelligence class. To assess the impact of active learning and discussion on learning outcomes, we captured student performance on their final data challenge term project across increasingly collaborative and discussion-based sections. To stimulate reflective discussion and to promote cooperative and collaborative teamwork during in-class assignments, we established small groups based on an incoming business intelligence-related skills self-assessment. Our regression results indicate that a skills-based group formation approach enabled an enhanced level of in-class assignment completion and promoted reflective discussion in the classroom. We also find that active learning and discussion increased appropriation of business intelligence concepts and analytical tools. The inherent nuances of business intelligence education, as well as the implications and strategies for improved classroom discussion in a technology class setting, are reviewed.
ISSN:1055-3096
2574-3872