Information Technology Reference
In-Depth Information
investigations, and refine their problem-solving strategies, besides addressing whether
the original learning issues were resolved and whether the students' understanding
of the basic principles, information, and relationships is sufficiently deep and accurate.
The Unifying Formula of Action Learning
A frequent formula (Dilworth, 1998a) that action learning proposes is L = P + Q + R, where
Learning (L) equals Programmed Instruction (P) plus Questioning (Q) plus Reflecting (R).
Here, P represents the knowledge coming through textbooks, lectures, case studies, com-
puter-based instructions, and others. This is an important source of learning but carries with
it an embedded caution flag. Namely, P is based in the past. Q means continuously seeking
fresh insight into what is not yet known. This Q helps avoid the pitfall of imperfectly
constructed past knowledge. By going through the Q step first, we are able to determine
whether the information available is relevant and adequate to our needs. It will point to areas
that will require the creation of new P. R simply means rethinking, taking apart, putting
together, making sense of facts, and attempting to understand the problem. Following the
use of this formula, action steps are planned and carried out with constant feedback and
reflection as the implementation takes place. In short, what action learning can provide for
the IS student-groups is elevated levels of discernment and understanding through inter-
weaving action and reflection.
THE LEARNING SCENARIO FOR QSE
It is understood that collaborative project work (Favela & Pena-Mora, 2001) is recog-
nized as having many educational and social benefits (Wills, 1998), in particular, providing
students with opportunities for active involvement with their study. However, teaching,
directing, and managing group-based project work is not an easy process. This is because
projects are often expensive, demanding considerable supervision and technical resources;
and complex, combining design, human communication, human-computer interaction, and
technology to satisfy objectives ranging from consolidation of technical skills through
provoking insight into organizational practice, teamwork, and professional issues, to
inculcating academic discipline and presentation skills. More tellingly, PBL as a process-
oriented instructional method helps prepare our students to get started with group project
work to initiate their immediate journey as future IS/IT professionals in software development.
Our learning scenario for QSE, based on real-world findings, is designed incrementally to
arouse students' attention to different areas of concerns in the electronic transformation of
today's enterprises.
The Demand of e-Transformation
It is increasingly obvious that e-business (Amor, 2000), conducted in and around the
global marketplace, has presently become one of the most important drivers for electronic
transformation (e-transformation) of today's enterprises. Yet, it has been commented that the
long-term potential of e-business requires prudent contemplation and planning on the part
of management. The formulation and implementation of e-business strategies, applications,
and services involves many business issues that the traditional IS/IT department could not
handle on its own (Kalakota & Whinston, 1996). Instead, the emerging consensus is to
