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Towards a disruptive learning model in information systems education: a reflective student-dominant logic perspective
This thesis describes the research carried out to identify mechanisms as potential causes of action that can lead to improved learning outcomes. Identifying mechanisms requires an exploratory approach because mechanisms are not always directly perceivable. The potential mechanisms in this study were...
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| Format: | Thesis |
| Language: | English |
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Department of Information Systems
2022
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| _version_ | 1867613166211432448 |
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| access_status_str | Open Access |
| author | Garbutt, Malcolm |
| author2 | Seymour, Lisa |
| author_browse | Garbutt, Malcolm Seymour, Lisa |
| author_facet | Seymour, Lisa Garbutt, Malcolm |
| author_sort | Garbutt, Malcolm |
| collection | Thesis |
| description | This thesis describes the research carried out to identify mechanisms as potential causes of action that can lead to improved learning outcomes. Identifying mechanisms requires an exploratory approach because mechanisms are not always directly perceivable. The potential mechanisms in this study were identified by analysing the reflections of students who participated in experiential learning projects during business process management education. The research was necessary due to a persistent need to minimise the gap between learning and practice. The research is unique because it takes a student-dominant approach to review students' reflective practices using a novel pragmatic-critical realist paradigm. Although reflection is central to experiential learning, there is limited understanding of how students reflect and what they consider to influence their learning outcomes. This limitation was explored using action research with mixed methods analysis which combined thematic analysis and partial least squares based structural equation modelling. During four action research cycles, student reflections on business process projects as part of higher education enterprise systems and business process management courses in a South African higher education institution were observed and analysed. Each action research cycle changed one aspect of the students' projects. The first intervention required students to reflect on action, the second required students to reflect in action, and the third required reflection for action. In the fourth cycle, the teaching staff changed. The findings showed that reflection is complex and must be linked to action to improve learning. Reflections were observed to positively influence learning outcomes when students apply effort to assigned tasks. On the basis of the observations, two models were proposed. The first model is a learning influence model embedded in the second disruptive learning model. The models show that reflective practices can improve learning outcomes by recognising that students learn at different levels but are predominantly absolutist. Students need to be inspired to apply effort in completing tasks and overcoming satisficing. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/36754 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:31:48.735Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | Department of Information Systems |
| publisherStr | Department of Information Systems |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/36754 Towards a disruptive learning model in information systems education: a reflective student-dominant logic perspective Garbutt, Malcolm Seymour, Lisa Cronjé, Johannes C Reflection Learning Influencers Experiential Learning Applied Effort Business Process Management Education This thesis describes the research carried out to identify mechanisms as potential causes of action that can lead to improved learning outcomes. Identifying mechanisms requires an exploratory approach because mechanisms are not always directly perceivable. The potential mechanisms in this study were identified by analysing the reflections of students who participated in experiential learning projects during business process management education. The research was necessary due to a persistent need to minimise the gap between learning and practice. The research is unique because it takes a student-dominant approach to review students' reflective practices using a novel pragmatic-critical realist paradigm. Although reflection is central to experiential learning, there is limited understanding of how students reflect and what they consider to influence their learning outcomes. This limitation was explored using action research with mixed methods analysis which combined thematic analysis and partial least squares based structural equation modelling. During four action research cycles, student reflections on business process projects as part of higher education enterprise systems and business process management courses in a South African higher education institution were observed and analysed. Each action research cycle changed one aspect of the students' projects. The first intervention required students to reflect on action, the second required students to reflect in action, and the third required reflection for action. In the fourth cycle, the teaching staff changed. The findings showed that reflection is complex and must be linked to action to improve learning. Reflections were observed to positively influence learning outcomes when students apply effort to assigned tasks. On the basis of the observations, two models were proposed. The first model is a learning influence model embedded in the second disruptive learning model. The models show that reflective practices can improve learning outcomes by recognising that students learn at different levels but are predominantly absolutist. Students need to be inspired to apply effort in completing tasks and overcoming satisficing. 2022-08-30T08:14:29Z 2022-08-30T08:14:29Z 2022 2022-08-26T07:06:52Z Doctoral Thesis Doctoral PhD http://hdl.handle.net/11427/36754 eng application/pdf Department of Information Systems Faculty of Commerce |
| spellingShingle | Reflection Learning Influencers Experiential Learning Applied Effort Business Process Management Education Garbutt, Malcolm Towards a disruptive learning model in information systems education: a reflective student-dominant logic perspective |
| thesis_degree_str | Doctoral |
| title | Towards a disruptive learning model in information systems education: a reflective student-dominant logic perspective |
| title_full | Towards a disruptive learning model in information systems education: a reflective student-dominant logic perspective |
| title_fullStr | Towards a disruptive learning model in information systems education: a reflective student-dominant logic perspective |
| title_full_unstemmed | Towards a disruptive learning model in information systems education: a reflective student-dominant logic perspective |
| title_short | Towards a disruptive learning model in information systems education: a reflective student-dominant logic perspective |
| title_sort | towards a disruptive learning model in information systems education a reflective student dominant logic perspective |
| topic | Reflection Learning Influencers Experiential Learning Applied Effort Business Process Management Education |
| url | http://hdl.handle.net/11427/36754 |
| work_keys_str_mv | AT garbuttmalcolm towardsadisruptivelearningmodelininformationsystemseducationareflectivestudentdominantlogicperspective |