Information systems for higher education: interactive design perspective

Abstract

Purpose

This paper aims to highlight some learning and teaching challenges in relation to universities and colleges in the Gulf region, including students' learning preferences, and cultural aspects. It explores the sequential‐global learning styles profile of undergraduate students as part of a continuous research in Information Systems Design with a particular focus on the design of Interactive Learning Systems (ILS).

Design/methodology/approach

The paper examines the learning style profile of undergraduate students for a cohort of Management Information Systems at a regional university in the UAE. It uses the Index of learning styles instrument as a tool for measuring the sequential‐global learning styles dimension. Also, the paper conducts a literature review of different aspects related to current challenges facing undergraduate students in the Gulf region as well as design principles related to the interactivity of learning systems.

Findings

The results show overall equal tendency towards both the sequential and global styles, different from a previous paper conducted in UK university. The paper highlights some students' differences that should be catered for in ILS design.

Originality/value

The paper is expected to provide further insights into some of the challenges facing many students doing their undergraduate degrees as well as the importance of a carefully balanced design of ILS (balance and bend model) to cater for students' different preferences and needs. A discussion and recommendations on how these findings can be reflected on the design of ILS are provided.

Citation

Sabry, K. and AlShawi, S. (2009), "Information systems for higher education: interactive design perspective", Transforming Government: People, Process and Policy, Vol. 3 No. 2, pp. 163-180. https://doi.org/10.1108/17506160910960559