Eductors worldwide face many of the same problems. This study from the
University of North London examines diversified support and relevance to improve
instruction and reduce dropout rates for multicultural students.
Evaluation of the Information, Communication and Technology Capabilities and
This is a comparative study of curriculum evaluation of
Information Systems related undergraduate module in the Business School,
University of North London
The concern for dropout rates and lack of adequate
diversified mode of support and problem based systems driven learning for
multicultural students in the United Kingdom gave birth to this project.
This project provides opportunity for evaluation of the
curriculum effectiveness and relevance in Information Systems [IS] driven module
with respect to delivering, relevance and appropriateness.
The cultural composition of students in the University of
North London and its reflection within Business School fulfills the University
mission statement in terms of distinctiveness and wider academic provisions.
The University mission statement and the Business School mission
statement. The composition of business school students ratio to the entire
University in terms of population is one is to three [1:3] and this represents
approximately thirty-six percent [36%]
The population of students contact within this project is
one is to sixteen [1:16] and this represents approximately six percent [6%].
Furthermore, the University of North London recognizes the
importance of information and communication technology (ICT) by having their own
facilities tailored towards effective delivery of teaching and learning.
In the module examined for this project information and
communication technology [ICT] is used to communicate with students for
providing support and aid the development of web, multimedia and hypermedia as
tools for addressing information design and network communications issues and
producing appropriate solutions.
Virtual Integration Of The Curriculum
The pressing issue of integration and use of virtual
application in to the business information systems module provides opportunities
for curriculum evaluation and progression.
It can be said that in the module’s curriculum at
present, provides basic understanding of computer hardware and software. This
implies that there is an adequate awareness of techo-business logic and
procedures in place. The
introductory sessions were geared towards traditional concept of content
definition and the science of technology. Engineering valuation is neglected,
such as knowledge techniques and techno-dimension, tools and machines and the
basic system dynamics of machines but advance relational concepts in terms of
e-applications and assignment were integrated into the curriculum design and
In summary, Kolb considered that no individual learning
style is viewed as being better or worse than any other (Kolb 1984). The key to
effective learning is the ability to be flexible and competent in each learning
style when it is appropriate. However,
Tennant (1987) in his critique of cognitive style theories points out that
within society at large, analytical thinking (characterized by the interpersonal
domains such as the technology based application, business modeling techniques
and mathematics) appears to be valid more highly than abilities within the
personal domains requiring techno-social skills.
The computer-supported assignment was geared towards
evidence-based learning and confidence development as well as alternative to
face-to-face mode of delivering learning and teaching.
It is important to ensure that quality of the learning does not decline.
Ashmount, 1992; argued that most lecturers use traditional approach in
delivering teaching and learning rather than adapting to available technology
and mini styles. It is necessary to summarize his argument as medium oriented
approach, and comparison based on average, rather than optimized use of computer
Info-Mediation and e-Learning:
Benchmark for Monitoring Performance
Willm (2000): examined whether the achievement of learning
outcomes changes over time and there was emphasis to determine whether there is
inequalities in achievement amongst students with differing ethnic and
socio-economic backgrounds. The use e-learning will enrich the gap in the above
examination and online-based assignment as it will provide collaborative virtual
learning environment and better relationship that may result in improving
students’ confidence and self-esteem.
Coleman et al,
1966; Fairstone et al, 1998; examined the issue of Equality of Educational
Opportunities and the associated differences associated with attendance and
commitment. Schenck & Beckstorm, 1993; Wong and Meyer 1998; in their
contributions on accountability and assessment process to reflect the teaching
strategies supported this. Springfield
et al, 1997; and Williams, 1992; sees teaching as a service provision to
In order to provide the necessary support in enhancing
competence in terms of manual dexterity using application based software –
online mechanism, it is necessary to understand whether students differ in
ability is due ethnic diversity, socio-economic background and gender based.
Gray, 1988; Willms, 1986; Brookover et al., 1979; argued that virtual
support models add values to teaching and learning.
Values in terms of effect of attendance associated with students’
performance and achievement, which are outcome, related.
Techno-Problems in Virtual Application
A balance virtual assignment and programme links should
equip students with some essential informatics skills associated with certain
levels of cognitive, affective and psychomotor competencies for successful
completion of the module. There are
research evidence to justify the above claimed and Kazana et al, 1ed979; Wilson,
1976; Burns, 1976; focused on the link relations in terms of competence.
I was involved with the students during the Easter and
Christmas holidays using the available online assignment mechanism and
electronic forum to deal with different problems associated with their learning,
problem solving competence and time management skills. Otten (1994) in
describing information technology and associated electronic communication
classified their benefit over the traditional systems.
Questionnaire, interview and online applications were used
as efficient tools for developing this system.
The information and data gathered was used to analyse the requirement of
expected design in future module. The
analysis was used in building a constructive student network driven and ICT
Model such as workshop e-provision and e-forum classes.
In summary, there is research evidence that in students
improved in their performance through this support. This is evidenced by the following results from the three
modules taken during the semester and students’ performance and comments as
well as outcome.
This made the students improve their confidence and self
esteem as well as competitive in terms of service provision within academic
The use of network driven systems, into the acquisition and
transfer of knowledge, using resources from the World Wide Web was of great
importance. The result showed
that out of the 150 students, that 149 provided evidence of using the web site,
a representation of 99.33%. In
addition, only one student did not have access to web site due to lack of time
at work, as this showed a representation of 0.67%.
Lecturer’s Office Hours and ICT Studio Workshop
There was evidence that the lots of students used this
traditional facility and resources. While majority preferred the workshop based
office hours at the IT studio as it provided opportunity to address problems on
the screen and helped students to remember in visual perspectives.
There was evidence that actively involved in terms of
resource usage and lecturer’s time provided additional opportunity through
soft coaching and one-to-one training made available for development of basic
ICT skills through this scheme within the faculty.
Module – ZENOE 3H12:
performance of students in the module and the distribution of grades is a
representation of the performance of the students in the Module ZENOE
the trend as shown above: Three (13%)
students achieved A grade compared to Six (35.3%) students in the year 2000.
Thirteen (56.5%) students achieved B grade compared to one (5.9%) student
the previous year. This is a positive indication in terms of the more students
scoring 60% and below 70%. Four
(17.4%) students achieved C grade as compared to Two (11.8%) in the previous
year; and Two (8.7%) students achieved D grade as compared to Eight (47%)
students in the previous year. Only one (4.3%) student failed and this were due
to lack of attendance and inability to complete the coursework as required.
Module – ZENQMH110
performance of the students is a representation of the performance of students
in the Module ZENQMH110
the trends as shown above:
(30.4%) students achieved A grade; Twelve (52.2%) students achieved B grades
(13.0%) students achieved C grades and One (4.3%) student achieved D grade.
very good performance and can be attributed to the hardworking and attendance on
the part of the students, coupled with extended support mechanism in place.
Conclusion and Recommendation
The results of the study revealed that students have great
interest in participating in any online support programme geared towards
improving their skills.
Some of the components of the module were broken into
meaningful stages covering the stated objectives of the module. The focus of
e-dimension and network driven application started with the introduction of
basic technology awareness, creativity, self-reliance and foundation building on
use of electronic learning devices.
Student’s perception revealed that the problems of
inadequate support for technology and mathematical based courses, equipment and
facilities in the learning of electronic applications were responsible for their
lack of confidence and self esteem.
Ways to overcome the identified problems are as follows:
Use of extended learning mechanism and
Students learning accounts in the learning centre to update lack
of knowledge in fundamental principles.
In addition the provision of enough workshop space,
equipment and emphasis on practical and hands-on activities. There was emphasis
on the competence and mathematical knowledge for developing business models.
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About the Author
Ezendu Ariwa is from the Business School at University of
North London, United Kingdom. email@example.com,
Tel. 0207 607 2789 Ext.3123.