Lecture-Free Teaching for Systems Analysis: An Action Research Study

Gary Griffiths, Briony J. Oates
InSITE 2003  •  Volume 3  •  2003
This paper discusses experiences in moving to lecture-free teaching for a systems analysis module taught on-campus. It describes the action research approach and the context for the module. It discusses the learning materials provided as an alternative to lectures, including the description of a website in some detail. The initial lecture- free teaching approach is explained and how changes to that practice were made during the operation of the module. Student feedback by questionnaire is analysed, concentrating on the learning materials, the teaching approach and the advantages and disadvantages. Staff reflections and lessons learnt are considered under the same headings. Conclusions are drawn and further work proposed.
systems analysis, student-centred learning, action research, teaching styles
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