Rebooting Information Systems Pedagogy with Interactive Online Learning

The increasing adoption of digital technologies in education has brought interactive online learning to the fore. This study examines the phenomenon within the context of Information Systems (IS) education. IS pedagogy emphasises collaboration, real-world case studies, and access to enterprise-level software, which often brings unique challenges to online learning environments. Semi-structured interviews with seventeen IS students were used as a primary data source, supplemented by an online survey questionnaire and course evaluations. Thematic analysis of the qualitative data revealed technological, pedagogical (instructor-related) and individual factors influencing student satisfaction and perceived value, including active participation from educators and peers, access to diverse resources on platforms, collaborative group work, instant feedback, clear guidelines, information overload, user-friendliness of platforms, uneven peer engagement, and engaging activities. The findings provide practical insights for educators and instructional designers to enhance online learning environments and better align IS education with industry needs.