|Published online: October 22, 2015||$US5.00|
In this study, we describe Information Systems students' learning model which was applied by students in order to cope with professional knowledge gaps in the context of their final project. The students needed to implement a software system according to specifications and design they have made beforehand. They had to select certain technologies and use them. Most of them decided to use programming environments that were learned during their academic studies. The students had to cope with various levels of knowledge gaps. For that matter they used learning strategies that were organized by us as a learning model which includes two phases each suitable for different learning tasks. We analyze the learning model, describing advantages and shortcomings as perceived by the students, and provide excerpts to support our findings. Data analysis revealed that there was a connection between the students' learning achievements and their willingness to accept challenges concerning the learning of new technologies. While high achievers tended to develop their projects using familiar technologies with major extension of them, part of the average and low achievers tended to use unfamiliar technologies. On the other hand most of average and low achievers tended to use only familiar technologies with or without minor extension of them to avoid the need of coping with meaningful knowledge gaps.
|Keywords:||Knowledge Gaps, Independent Learner Skills, Self-regulated Learning, Final Project|
The International Journal of Science, Mathematics, and Technology Learning, Volume 22, Issue 4, December 2015, pp.37-52. Article: Print (Spiral Bound). Published online: October 22, 2015 (Article: Electronic (PDF File; 618.062KB)).
Department Head, Management Information Systems, The Academic College of Emek Yezreel, Israel
Lecturer, Management Information Systems, Emek Yezreel College, Yezreel Valley, Israel