2022 EDSIG Proceedings: Abstract Presentation

Applying Flipped Classroom in Information Systems Analysis and Design Course

Cindy Tu
Northwest Missouri State University

Joni Adkins
Northwest Missouri State University

Information Systems Analysis and Design (ISAD) is one of the core courses for an Information Systems major. Students in this course develop the skills necessary to analyze, design and manage the development of information system solutions while incorporating contemporary methods and effective organizational and management practices. It focuses on technical business system analysis and design techniques, and covers agile and lean methodologies, estimation, requirements elicitation and analysis, modeling, system and software architecture, and design principles. What is the most effective way for conducting this course to acquaint students with a variety of topics and issues relating to business systems, information, and computers?
The implementation of the flipped classroom has been growing in information systems discipline. The flipped classroom has been defined as a pedagogical model in which typical lecture and homework elements are reversed to set the learning environment in class for students to gain knowledge and comprehension prior to the synchronous class (Baker & Hill, 2017). A prior study has reported that the flipped classroom provided an overall better learning environment regarding students perception and student performance (Sharp, 2016). Parks (2017) discovered student discussions were richer and led to deeper thinking. As ISAD is an actuarial techniques course, the flipped classroom approach can be applied to increase student confidence, engagement, self-efficacy, and independent learning.
This research attempts to study how to effectively conduct flipped classroom in ISAD course in higher education. We will address the following research questions: (1) How to design the course applying flipped classroom approach? This class is designed as interactive learning, incorporating self-directed learning. Study guide, videos and reference articles are provided to students for self-learning. In-class exercises, case studies, sample demos and student discussion and presentations are designed for class activities. (2) How to conduct the course applying flipped classroom approach? Instructors must help students manage effective self-learning to gain knowledge, while using more interactive instructional methods to engage students in class to enhance students’ learning. (3) How to assess the outcomes of this course with flipped classroom? To do so, we will compare the students’ average performance in the flipped classroom ISAD course with traditional ISAD course to investigate if there is significant improvement. In addition, we will conduct an after-class survey to collect students’ perceptions on the flipped classroom experience.
We expect this research to provide some productive contribution to Information Systems education.

Baker, E., & Hill, S. (2017). Investigating student resistance and student perceptions of course quality and instructor performance in a flipped information systems classroom. Information Systems Education Journal, 15(6), 17-26.
Parks, R. F. (2017). Flipping the classroom: A case of a graduate business analytics course. Proceedings of the EDSIG Conference, 3(4370), 1-11).
Sharp, J. H. (2016). The flipped C# programming classroom: What students had to say. in Proceedings of the EDSIG Conference, 2(4032), 1-7.
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