Handbook of distance learning for real-time and asynchronous information technology education - Edited by Solomon Negash

Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark. Handbook of distance learning for real-time and asynchronous information technology education / Solomon Negash ... [et al.], editors. p. cm. Includes bibliographical references and index. Summary: "This book looks at solutions that provide the best fits of distance learning technologies for the teacher and learner presented by sharing teacher experiences in information technology education"-Provided by publisher. All work contributed to this book set is original material. The views expressed in this book are those of the authors, but not necessarily of the publisher. If a library purchased a print copy of this publication, please go to http://www.igi-global.com/agreement for information on activating the library's complimentary electronic access to this publication. abstRact This chapter first discusses the opportunities and challenges of computer programming instruction for management information systems (MIS) curriculum, which includes the development of survey instruments and the meaningful integration of information and communication technology. Second, the chapter describes a unique and hybrid computer programming course for MIS curriculum that embraces an assignment-centric design, self-paced assignment delivery, low involvement multimedia tracing instructional objectives, and online synchronous and asynchronous communication. Third, the development and use of a survey is employed as a method to monitor and evaluate the course, while providing an informative discussion with descriptive statistics related to the course design and practice of computer programming instruction. Tests of significance show no differences on overall student performance or satisfaction using this instructional approach by gender, prior programming experiences, or work status. This chapter aims to provide generalizable knowledge to influence the practice in computer programming instruction in MIS curriculum.