Flipped Instructional Technology: Developing MIS Competencies Applying Enterprise Resource Planning

Flipped Instructional Technology: Developing MIS Competencies Applying Enterprise Resource Planning

Kevin Paul Barrons (Grand Valley State University, Grand Rapids, MI, USA)
DOI: 10.4018/IJSITA.2015070104
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Abstract

Most recently, the Flipped Classroom concept has drawn attention by educators as a means of organizational and individual competencies. The goal in the university setting is to improve cognitive practice and increase learning in the value creation process and the zone of proximal development (ZPD) environment. Seeing one experiences this newest pedagogy in “flipped classroom” design, it has changed various educational disciplines in business education due to the increase in the success in learner motivation and comprehension - based on the objectives required for course work. Educational technology has played a key role providing a catalyst in this achievement. For example: The ZPD and experiential learning are applied in the growth of specialist in the field of management information systems (MIS).
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An Overview Of Selected Learning In The Flipped Classroom

The Zone of Proximal Development (ZPD) inside the classroom setting or cyberspace continuous learning environments has barrowed practices and techniques from Vygotsky (1978), Bandura (1977), Senge (1990), Lave & Wenger (1991), Brown & Duguid (1991), Jenkins (2009), Mupepi (2014) & SAP.Com(2015), among many others.

Vygotsky (1978) suggests that the Zone of Proximal Development (ZPD) can be adopted to develop the skillfulness of learners in different learning environments such as MIS. In the ZPD, Vygotsky propounds that competencies can be enhanced by the expert(s) demonstrating the “how to” in developing competencies. In the ZPD, Vygotsky demonstrates three stages of skills development by the novice. The lower limit of ZPD is the level of skill reached by the learner working independently. The upper limit is the level of potential skill that the learner is able to reach with the assistance of a subject matter expert.

In Figure 1, the centricity of the ZPD is illustrated to be surrounded by three equal circles. If the circles are misaligned, the ZPD will not be real and the potential will learning not be achieved. Vygotsky also makes reference to a community of practice. The ZPD develops concepts that can be applied to understand job specifications and the competencies required to do certain jobs. Mupepi (2014) suggests that the division of labor enables the managers to understand the skills dexterity in the job and the explicit knowledge to be successful. The division of labor is expanded and analyzed to understand the knowledge, skills, technology and disposition required by a worker to be become proficient.

Figure 1.

Zone of proximal development (Mupepi 2014)

Bandura (1977) posits that the socialization process must be understood for learning to take place. The socialization process constitutes the environment of the learner at work, at home and in social contexts. This environment is agued by Bandura to be critical for successful skills and language acquisition. According to Bandura, he discusses the importance social learning theory in skills acquisition where people learn through observing others. As MIS students imitate the teacher this can be applied to the concept of socialization and learning. In the MIS area of study the students develops the MIS confidence and increase self-efficacy in their ability to apply their skills to execute a set of courses of action.

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