Effectiveness of using an enterprise system to teach process‐centered concepts in business education

Effectiveness of using an enterprise system to teach process‐centered concepts in business... This study investigates whether or not student’s performance, self‐efficacy, and satisfaction are enhanced by the use of an enterprise system as a support tool for learning business process and enterprise systems concepts. The study compares three instructional delivery methods. A traditional instruction method (lecture format plus reading/exercises) serves as the control. The second and third instructional methods are computer‐based methods. In the second method, students receive traditional lecture format with full access to hands‐on an enterprise system transaction exercise. In the third method, students receive traditional lecture format, but also have full access to simulated hands‐on an enterprise system via Web transaction exercises (i.e. ScreenCam movies). A statistically significant difference between‐instructional methods effect is found. Post hoc analysis showed that the simulated hands‐on instruction group’s performance score was significantly higher than that of the control group. There were no other statistically significant differences found, but practical considerations at this learning environment are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Enterprise Information Management Emerald Publishing

Effectiveness of using an enterprise system to teach process‐centered concepts in business education

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Publisher
Emerald Publishing
Copyright
Copyright © 2004 Emerald Group Publishing Limited. All rights reserved.
ISSN
1741-0398
DOI
10.1108/09576050410510953
Publisher site
See Article on Publisher Site

Abstract

This study investigates whether or not student’s performance, self‐efficacy, and satisfaction are enhanced by the use of an enterprise system as a support tool for learning business process and enterprise systems concepts. The study compares three instructional delivery methods. A traditional instruction method (lecture format plus reading/exercises) serves as the control. The second and third instructional methods are computer‐based methods. In the second method, students receive traditional lecture format with full access to hands‐on an enterprise system transaction exercise. In the third method, students receive traditional lecture format, but also have full access to simulated hands‐on an enterprise system via Web transaction exercises (i.e. ScreenCam movies). A statistically significant difference between‐instructional methods effect is found. Post hoc analysis showed that the simulated hands‐on instruction group’s performance score was significantly higher than that of the control group. There were no other statistically significant differences found, but practical considerations at this learning environment are discussed.

Journal

Journal of Enterprise Information ManagementEmerald Publishing

Published: Feb 1, 2004

Keywords: Business performance; Education; Management training; Teaching methods

References

  • The importance of learning style in end‐user training
    Bostrom, R.P.; Olfman, L.; Sein, M.K.
  • The measurement of user information satisfaction
    Ives, B.; Olson, M.H.; Baroudi, J.J.

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