Introducing problem-based learning to undergraduate IT service management course: student satisfaction and work performance
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Supplementary Files

Fig. 1. IT service management curriculum elements
Fig. 2. Clusters based on students’ work performance
Fig. 3. Students’ assessment of different course aspects

Keywords

Problem-based learning
student performance
student satisfaction
cluster analysis

How to Cite

Pažur Aničić, K., & Mekovec, R. (2016). Introducing problem-based learning to undergraduate IT service management course: student satisfaction and work performance. Journal of Problem Based Learning in Higher Education, 4(1). https://doi.org/10.5278/ojs.jpblhe.v0i0.1409

Abstract

This paper describes the implementation of problem-based learning (PBL) principles in an undergraduate IT service management course, followed by the results about student satisfaction and work performance. The results indicate the students’ general satisfaction with the course implementation, as well as some challenges regarding the self-assessment and peer assessment of their work. The findings also reveal the students’ better work performance in project results than in traditional knowledge tests, which reinforces the indications about their positive attitudes towards the interactive PBL environment. The cluster analyses identified seven different patterns in student behaviour regarding course performance. The presented results can be considered a new aspect of the development and amendment of the information and communication technology (ICT) skills requested by future employers. In this regard, the demand for innovation in the education of future ICT professionals arises from the need for experts equipped with both IT and business skills.
https://doi.org/10.5278/ojs.jpblhe.v0i0.1409
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