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Abstract

The positive influence of active learning methods for Higher Education is widely studied and is well documented in the research literature. However, there is very little research on active learning impact on Association to Advance Collegiate Schools of Business (AACSB) accredited business programs which include a Science, Technology, Engineering, Mathematics (STEM) discipline such as Computer Information Systems (CIS) with very diverse student population demographics. For this study, the researchers focus on campus-level data particularly how active learning influences student learning in introductory College of Business computer information systems courses focused on information technology for management. In this study, the researchers investigate whether a relationship exists between the method of learning and the student reactions to instruction and courses. The survey instrument of choice for eliciting student feedback is the Individual Development and Educational Assessment (IDEA) and the time period that the surveys have been collected and analyzed is more than a decade about 12 academic years, 35 academic courses for traditional learning, and 37 academic courses for active learning. The results of the statistical analysis indicate that there is a significant positive impact for the student feedback reported with active learning methods compared to significantly lower results reported with traditional learning. The results provide important information to practitioners, researchers and educators on the positive impact of active learning methods on AACSB accredited business programs which include a STEM discipline such as
computer information systems with very diverse student population demographics.

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