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Students` pedagogical preferences in the delivery of IT capstone courses

Lynch, Kathy, Goold, Annegret and Blain, Jenny 2004, Students` pedagogical preferences in the delivery of IT capstone courses, in InSITE 2004 Informing Science and IT Education Joint Conference, Informing Science Institute, Santa Rosa, Calif., pp. 431-442.

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Title Students` pedagogical preferences in the delivery of IT capstone courses
Author(s) Lynch, Kathy
Goold, Annegret
Blain, Jenny
Conference name Issues in informing science & information technology education (2004 : Rockhampton, Australia)
Conference location Rockhampton, Australia
Conference dates 25-28 June 2004
Title of proceedings InSITE 2004 Informing Science and IT Education Joint Conference
Editor(s) Cohen, Eli
Publication date 2004
Start page 431
End page 442
Publisher Informing Science Institute
Place of publication Santa Rosa, Calif.
Keyword(s) capstone projects
information technology education
experiential learning
Summary Capstone courses are used extensively in teaching information technology to expose students to realistic, work-like situations, though in a controlled environment. The value of the experiences the student engages in, and the skills and knowledge they develop are not questioned, as they are accepted as a beneficial precursor to professional work. The pedagogical methods used to deliver capstone courses vary across academic programme, institution, country and culture. The research explores information technology students’ preferences for the delivery of capstone projects from three different pedagogical delivery approaches and suggests that students want a certain level of anonymity, but at the same time they want direction and assistance when they determine they require it. Emerging from the findings are several recommendations that developers of capstone
 projects and courses may wish to address.
ISSN 1547-5867
Language eng
Field of Research 080609 Information Systems Management
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2004, Informing Science
Persistent URL http://hdl.handle.net/10536/DRO/DU:30009656

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