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Redesigning a SAD Course to Promote Problem-Based Learning

Redesigning a SAD Course to Promote Problem-Based Learning

Ann M. Quade
Copyright: © 2009 |Pages: 13
ISBN13: 9781599048871|ISBN10: 1599048876|EISBN13: 9781599048888
DOI: 10.4018/978-1-59904-887-1.ch035
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MLA

Quade, Ann M. "Redesigning a SAD Course to Promote Problem-Based Learning." Handbook of Research on Modern Systems Analysis and Design Technologies and Applications, edited by Mahbubur Rahman Syed and Sharifun Nessa Syed, IGI Global, 2009, pp. 642-654. https://doi.org/10.4018/978-1-59904-887-1.ch035

APA

Quade, A. M. (2009). Redesigning a SAD Course to Promote Problem-Based Learning. In M. Syed & S. Syed (Eds.), Handbook of Research on Modern Systems Analysis and Design Technologies and Applications (pp. 642-654). IGI Global. https://doi.org/10.4018/978-1-59904-887-1.ch035

Chicago

Quade, Ann M. "Redesigning a SAD Course to Promote Problem-Based Learning." In Handbook of Research on Modern Systems Analysis and Design Technologies and Applications, edited by Mahbubur Rahman Syed and Sharifun Nessa Syed, 642-654. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-59904-887-1.ch035

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Abstract

This chapter reports on the design, development, and implementation of a hybrid introductory systems analysis and design (SAD) semester long course taught at the junior/senior level. Five online instructional modules that focus on student-centered, problem-based learning (PBL) were developed. Each module parallels and reinforces the classroom session content. The classroom “seat-time” saved by having students study and complete online materials provides the instructor and students with additional time for face-to-face and electronic discussions. To further encourage PBL throughout the semester, students use an iterative approach to the SAD life cycle to analyze, design, and implement a prototypic solution to a real world problem presented by the authentic client. The use of a learning management system allows the client to participate in the course throughout the semester regardless of the physical distance between the students and the client. Instructor experiences, hybrid module development strategies, and a summary of student and client feedback are included.

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