Self-Directed Teams in the Introductory Information Systems Course: Lessons Learned

Research clearly supports the efficacy of self-directed teams in the learning of information systems (IS) skills. This paper proposes that the use of self-directed teams demands a considerable amount of direction on the part of the instructor. Students in two sections of an introductory IS class were surveyed with explicit questions about their experience as part of a team in the class. The discussion of results covers approaches to forming teams, grading, structured tasks, student reaction to teamwork, advantages of teamwork, and projected course changes. Findings indicate that an evolution of approaches in structuring teams is a necessity. Results suggest that a systematic and formal evaluation of collaborative learning experience is desirable. A copy of the student questionnaire is appended. (Author/MES)