Engaging a class of 2200 digital natives a blended approach

Abstract

An introductory undergraduate Information Systems course catering to 2200 students a year was redesigned. Challenges faced by the teaching team included: how to engage with a large group of undergraduate students and deliver high quality learning? And, how the course design should address the challenges posed by a class made up of `digital natives'? Bloom's `learning in action' was used as a guide and this process was explicated practically through readings, lectures, assignments, tutorials, labs, tests, and exam to encourage and facilitate deep learning. The synergy of modalities used to support a deep learning process resulted in understanding, knowledge, and application. The modalities included: videos, in-class exercises, demonstrations, cases, simulations, co-creation of artefacts, interactive games and apps. The student feedback suggested that these were highly appreciated and valued. The course evaluations showed significant improvements in terms of engagement, intellectual stimulation, and deepening of understanding.