A Critical Analysis of Active Learning and an Alternative Pedagogical Framework for Introductory Information Systems Courses

John Drake

Journal of Information Technology Education: Innovations in Practice Vol. 11, No. 1 (2012) pp. 39–52

A Cognitive Approach to Assessing the Materials in Problem-Based Learning Environments

John Drake; Ravi Paul

Journal of Information Technology Education: Innovations in Practice Vol. 20, No. 1 (Jan 28, 2021) pp. 59–79

Aim/Purpose: The purpose of this paper is to develop and evaluate a debiasing-based approach to assessing the learning materials in problem-based learning (PBL) environments. Background: Research in cognitive debiasing suggests nine debiasing...

Changing Multitasking Intention with Course-Based Undergraduate Research Experiences (CUREs)

U. Eseryel; John Drake; Deniz Eseryel

Interdisciplinary Journal of E-Learning and Learning Objects Vol. 16, No. 1 (Jun 24, 2020) pp. 143–165

Aim/Purpose: This article aimed to design and evaluate a pedagogical technique for altering students’ classroom digital multitasking behaviors. The technique we designed and evaluated is called course-based undergraduate research experience (CURE)....

Five Principles for MOOC Design: With a Case Study

John R. Drake; Margaret T. O'Hara; Elaine Seeman

Journal of Information Technology Education: Innovations in Practice Vol. 14, No. 1 (Jan 22, 2015) pp. 125–143

New web technologies have enabled online education to take on a massive scale, prompting many universities to create massively open online courses (MOOCs) that take advantage of these technologies in a seemingly effortless manner. Designing a MOOC,...