%0 Conference Paper %1 9678885 %A Chow, Winn %B 2021 IEEE International Conference on Engineering, Technology & Education (TALE) %D 2021 %K ConceptualModelingDidactics %P 1-8 %R 10.1109/TALE52509.2021.9678885 %T Teaching Business Process Management with a Flipped-Classroom and Problem-Based Learning Approach with the Use of Apromore and Other BPM Software in Graduate Information Systems Courses %X This paper reports the experience of teaching business process management (BPM) with the use of a flipped-classroom and problem-based learning (BPL) approach facilitated with BPM software. The adopted pedagogy is designed to increase the active learning of students and facilitate their mastery of practical BPM problem-solving skills. The pedagogy is formulated as a flipped-classroom PBL teaching model. It is adopted in teaching introductory business process management to master students at our university. Our experience shows that the teaching model is successful in engaging students in more self-directed learning, active learning, and peer learning. In general, students find that the face-to-face in-class time spending on problem-solving tasks is more helpful to their learning than direct instruction of materials. The lecturer also achieves more opportunities to observe the performance of individual students in problem-solving, understand their learning needs, and assist them with targeted feedback. BPM software is found to be an indispensable tool to facilitate the teaching of BPM problem-solving. It is believed that this experience is a clear indication that the use of the adopted flipped-classroom PBL teaching model with BPM software can be a highly effective method for teaching business process management.

@inproceedings{9678885, abstract = {This paper reports the experience of teaching business process management (BPM) with the use of a flipped-classroom and problem-based learning (BPL) approach facilitated with BPM software. The adopted pedagogy is designed to increase the active learning of students and facilitate their mastery of practical BPM problem-solving skills. The pedagogy is formulated as a flipped-classroom PBL teaching model. It is adopted in teaching introductory business process management to master students at our university. Our experience shows that the teaching model is successful in engaging students in more self-directed learning, active learning, and peer learning. In general, students find that the face-to-face in-class time spending on problem-solving tasks is more helpful to their learning than direct instruction of materials. The lecturer also achieves more opportunities to observe the performance of individual students in problem-solving, understand their learning needs, and assist them with targeted feedback. BPM software is found to be an indispensable tool to facilitate the teaching of BPM problem-solving. It is believed that this experience is a clear indication that the use of the adopted flipped-classroom PBL teaching model with BPM software can be a highly effective method for teaching business process management.}, added-at = {2024-03-18T08:07:21.000+0100}, author = {Chow, Winn}, biburl = {https://www.bibsonomy.org/bibtex/244e9595c216a928e2e3de798571d7a20/stefan.strecker}, booktitle = {2021 IEEE International Conference on Engineering, Technology & Education (TALE)}, doi = {10.1109/TALE52509.2021.9678885}, interhash = {1b27b055dfef94368d2de0265cd6cca8}, intrahash = {44e9595c216a928e2e3de798571d7a20}, issn = {2470-6698}, keywords = {ConceptualModelingDidactics}, month = dec, pages = {1-8}, timestamp = {2024-03-18T08:07:21.000+0100}, title = {Teaching Business Process Management with a Flipped-Classroom and Problem-Based Learning Approach with the Use of Apromore and Other BPM Software in Graduate Information Systems Courses}, year = 2021 }