bluuebunny/crossref_metadata_2025 huggingface dataset:
Genetic-linked Inattentiveness Protects Individuals from Internet Overuse: A Genetic Study of Internet Overuse Evaluating Hypotheses Based on Addiction, Inattention, Novelty-seeking and Harm-avoidance
Authors: Sun Cheng , Spathis Rita , Sankaranarayanan Krithivasan , W. Chan Chim , Koji Lum J.
Published: October 2017

The all-pervasive Internet has created serious problems, such as Internet overuse, which has triggered considerable debate over its relationship with addiction. To further explore its genetic susceptibilities and alternative explanations for Internet overuse, we proposed and evaluated four hypotheses, each based on existing knowledge of the biological bases of addiction, inattention, novelty-seeking, and harm-avoidance. Four genetic loci including DRD4 VNTR, DRD2 Taq1A, COMT Val158Met and 5-HTTLPR length polymorphisms were screened from seventy-three individuals. Our results showed that the DRD4 4R/4R individuals scored significantly higher than the 2R or 7R carriers in Internet Addiction Test (IAT). The 5-HTTLPR short/short males scored significantly higher in IAT than the long variant carriers. Bayesian analysis showed the most compatible hypothesis with the observed genetic results was based on attention (69.8%), whereas hypotheses based harm-avoidance (21.6%), novelty-seeking (7.8%) and addiction (0.9%) received little support. Our study suggests that carriers of alleles (DRD4 2R and 7R, 5-HTTLPR long) associated with inattentiveness are more likely to experience disrupted patterns and reduced durations of Internet use, protecting them from Internet overuse. Furthermore, our study suggests that Internet overuse should be categorized differently from addiction due to the lack of shared genetic contributions.
Making Mobile Learning Work: Student Perceptions and Implementation Factors
Authors: W. Tabor Sharon
Published: October 2017

Mobile devices are the constant companions of technology users of all ages. Studies show, however, that making calls is a minimal part of our engagement with today’s smart phones and that even texting has fallen off, leaving web browsing, gaming, and social media as top uses. A cross-disciplinary group of faculty at our university came together in the mLearning Scholars group to study the potential for using mobile devices for student learning. The group met bi-weekly throughout a semester and shared thoughts, ideas, resources, and examples, while experimenting with mobile learning activities in individual classes. This paper summarizes student perceptions and adoption intent for using mobile devices for learning, and discusses implementation issues for faculty in adding mobile learning to a college course. Outcomes reflect that mobile learning adoption is not a given, and students need help in using and understanding the value in using personal devices for learning activities.
Predicting the Use of Twitter in Developing Countries: Integrating Innovation Attributes, Uses and Gratifications, and Trust Approaches
Authors: A. Alajmi Mohammad , H. Alharbi Awadh , F. Ghuloum Husain
Published: October 2017

Based on the diffusion of innovation (DOI) theory (Rogers, 2003), the uses and gratifications (U&G) theory, and trust theory, this study investigated the factors that influence the use of Twitter among the Kuwaiti community. The study surveyed Twitter users in Kuwait. A structured online questionnaire was used to collect data, and 463 respondents who provided complete answers participated. Multiple regression analysis was used to examine the effect of three theoretical perspectives on Twitter usage. The result of the analysis showed that Twitter usage is better explained by DOI constructs than by U&G constructs. The findings indicated that the perceived relative advantage from DOI, and the need for information, need to pass time, and need for interpersonal utility from the U&G approach, have a direct positive significant effect on the use of Twitter. None of the trust theory constructs was found to be significant in predicting the general use of Twitter. The study results help Twitter providers and users in individual or organizational contexts to understand what factors generally affect the usage of the Twitter service.
Analysis of an Asynchronous Online Discussion as a Supportive Model for Peer Collaboration and Reflection in Teacher Education
Authors: Plesec Gasparic Romina , Pecar Mojca
Published: October 2017

Professional development of future teachers is based on connecting theory and practice with the aim of supporting and developing critical, independent, responsible decision-making and active teaching. With this aim we designed a blended learning environment with an asynchronous online discussion, enabling collaboration and reflection even when face-to-face communication was not possible. This paper discusses the constructs of social and cognitive components, reflection and collaborative learning in blended learning environments. It presents the results of a study that was conducted on a sample of pre-service primary school teachers studying at the largest faculty of education in Slovenia. The purpose of the study was to determine the intensity, level and content of students’ posts in the online discussion, how students assess its usefulness, and whether there are differences in the assessment of goals achieved in teaching practice between the students who were included in the online discussion and those who were not. We found that in the sub-groups where communication between students participating in the online discussion did not develop at the level of interpersonal relations, it also failed to develop at the level of learning. We also found that the online discussion helped the participating students to plan their lessons. In assessing the achieved practical teaching goals, it became obvious that the online discussion had a positive impact on students’ perception about adapting their lessons, as well as on their critical assessment in analysing their teaching.
Students’ Perceptions on MOOCs: An Exploratory Study
Authors: Aharony Noa , Bar-Ilan Judit
Published: October 2017

MOOCs are open, online courses that use information technologies to enhance the learning experience and attract various people from the entire world. The current study uses the Technology Acceptance Model (TAM), as well as personal characteristics such as learning strategies, cognitive appraisal, and Kuhlthau’s (1991) model of information seeking as theoretical bases for defining factors that may influence students adopting MOOCs in their learning process, as well as describe their feelings during the learning process. The study was conducted in Israel during the 2014 academic year, and used both quantitative and qualitative techniques and involved 102 students who participated in a MOOC as part of the requirements in an offline course. They were requested to keep study diaries. The quantitative analysis revealed that perceived usefulness (PU) and perceived ease of use (PEOU) have a major influence on the intention to enroll in a MOOC. PEOU can be increased by improving the current MOOC platforms. PU can also be improved by providing content that suits the students’ needs. The qualitative analysis showed mood changes over time; the feelings of uncertainty were replaced by expressions of confidence. We found that students have different needs and expectations. Therefore, the MOOC’s platforms should provide multiple options to accommodate these needs.
Postgraduate Research Students’ and their Supervisors’ Attitudes towards Supervision
Authors: Ali Parveen , Watson Roger , Dhingra Katie
Published: October 2017

There is a need for research exploring postgraduate research students’ expectations from research supervisors, the characteristics of effective student-supervisor relationships, and the opinions of students and supervisors about research supervision. We also need instruments to explore the student-supervisor relationship. The present study investigated postgraduate research students’ and research supervisors’ views about postgraduate research supervision and the student supervisor relationship. It also reports on factor analysis conducted to identify the underlying dimensions in their views about postgraduate research supervision and the student supervisor relationship. Such information can be used to develop strategies to promote student-supervisor relationships and enhance the student experience.
Data were collected using an online questionnaire with 30 Likert-scale statements from 131 postgraduate research students and 77 supervisors. Following exploratory factor analysis, a three factor model consisting of leaderhip, knowledge, and support was extracted. Results indicate that students and supervisors agree about the attributes of effective supervision. Both supervisors and students consider that a supervisor should have an interest in the student’s research. The supervisor must provide timely and constructive feedback and should help the student to manage time effectively. Students and supervisors believe a supervisor should help the students where limitations and learning needs are identified. Students believe supervisors must encourage students to work independently and use opportunities to present their work.
Montage: Expanding the Concept of Informing through Cinematic Concepts
Authors: Moaddab Emad
Published: October 2017

In his “Theses on the Philosophy of History”, Walter Benjamin suggests that all cultural treasures “owe their existence not only to the efforts of the great minds and talents who have created them, but also to the anonymous toil of their contemporaries. There is no document of civilization which is not at the same time a document of barbarism”. The most obvious and prominent examples of cultural treasures in Benjamin’s discourses can be found in monumental architectural works, and history has shown that rulers have really been interested in such splendor stone statements. Benjamin’s discourse challenges a dominant idea that seeks to give an ambitious image of these architectural works with the purpose of confirming and endorsing a splendid cultural past so that it can give shape to an integrated and arbitrary cultural geography. This theoretical study, which has been conducted using library resources, employing the discourse and method of “cinematic thinking”, attempts to review the role of these monumental architectural works in estab-lishing and shaping national cultural geography. This process is an effort to open boundaries of theorization in area of art and architecture, with the help of ideas that moving cinematic images leave in place.
The Timing of Motherhood While Earning a PhD in Engineering
Authors: Paksi Veronika , Nagy Beata , Király Gábor
Published: October 2017

In spite of tremendous efforts, women are still under-represented in the field of science. Post-graduate education and early tenure track employment are part of the academic career establishment in research and development during periods that usually overlap with family formation. Though women tend to leave science mainly after obtaining their PhD, and the timing of motherhood plays a vital role in a successful research career, qualitative data on this life period are scarce. Our paper focuses on how the normative and institutional contexts shape female PhD engineering students’ family plans. The research was based on intersections of life course and risk and uncertainty theories. Using qualitative interviews we explored how contradicting social norms of childbearing cause tensions in postgraduate students’ lives, and how the different uncertainties and risks permeate young researchers’ decisions on early life events. We concluded that, despite the general pattern of delaying motherhood among higher educated women, these students struggle against this postponement, and they hardly have any good options to avoid risk stemming from uncertainties and from some characteristics of studying and working in engineering. Find-ings of this research may call the attention of stakeholders to possible intervention points.
Pacing, Pixels, and Paper: Flexibility in Learning Words from Flashcards
Authors: Sage Kara , Rausch Joseph , Quirk Abigail , Halladay Lauren
Published: October 2017

The present study focused on how self-control over pace might help learners successfully extract information from digital learning aids. Past research has indicated that too much control over pace can be overwhelming, but too little control over pace can be ineffective. Within the popular self-testing domain of flashcards, we sought to elucidate the optimal level of user control for digital learning and compare learning outcomes between paper and digital flashcards. College students learned vocabulary from paper flashcards or one of several digital flashcard versions and were scored on their memory recall and asked about their perceptions of the learning process. With digital flashcards, students were randomly assigned to an automatic slideshow of cards with no user control, automatic slideshow with pre-set pauses, automatic slideshow where users could press the spacebar to pause at any time, or a self-paced slideshow with complete user control. Users reported feeling more in control when indeed having some control, but ultimately memory recall, cognitive load, and satisfaction were similar across the five versions. However, memory recall was positively related to user satisfaction with their specific flashcard set, and negatively related to users’ perceived mental effort and difficulty. Notably, whether paper or digital, students showed individual variability in how they advanced through the words. This research adds to the educational literature by suggesting that paper and digital flashcards are equally viable options for students. Given differences between individual users and the connection between satisfaction and recall, individualistic options that offer, but do not force, some control over pace seem ideal. Paper flashcards may already include such options, and e-flashcards should offer similar adaptive features to appeal to a wide variety of users.
Beyond Research Productivity: Matching Productivity Measures to Institutional Mission
Authors: Bartholomew Patricia
Published: October 2017

Aim/Purpose: The aim of this paper is to develop a unified methodology inclusive of the three primary areas of faculty responsibility (teaching, research, and service) to calculate departmental productivity that fills the gap in methodological bench-marking tools for overall faculty productivity.

Background: A disproportionate number of departmental and faculty productivity indices in higher education rely solely on research. Productivity in other areas of faculty workload areas, like teaching and institutional and community service, are either measured separately or ignored all together – even when those activities are institutionally mandated. This does a disservice to those who work in those institutions and skews incentives.

Methodology: This paper utilizes a unified methodology inclusive of the three primary areas of faculty responsibility (teaching, research, and service) to calculate depart-mental productivity in five disparate departments (English, Biology, Mathematics, Sociology, and Computer Science) common to two universities with differing missions (teaching and service).

Findings: The results reveal the bias inherent in relying solely on research as a proxy for overall productivity in institutions that have differing missions.

Recommendations for Practitioners: Utilizing better metrics informs higher education administrators, promotes better decision-making, and allows incentives to re-align with desired outcomes.

Recommendation for Researchers: This paper recommends combing all aspects of faculty workload into a single benchmark index to better measure departmental productivity.

Future Research: Further research into improving this simple index is warranted and would include how to account for quality and other facets of productivity.
Encouraging Accountability in Instructional Staff Selection: Experience of One University’s Journey to Creating a Simplified Staffing Model
Authors: A Carrier Carol , Wilhelmson Nancy
Published: October 2017

Aim/Purpose: Appointment systems in today’s universities must now accommodate not only traditional tenured/tenure track faculty (TTTF) but a broad array of other professionals who collectively, are often labeled “contingent faculty” and who share the university’s teaching responsibilities for both undergraduate and graduate courses.

Background: Regardless of appointment type, providing institutional clarity on available appointment choices and their preferred use was meant to promote consistently across units and reduce confusion and misunderstanding.

Methodology : This paper used a case study approach.

Contribution: This paper detailed the process used to arrive at a system for classifying teaching personnel in a complex, multi campus system. It demonstrated how faculty and administration closely partnered to bring about this new system.

Findings: A new classification system was implemented that brought more clarity to important roles that were formerly less well defined.

Recommendations for Practitioners : Establish strong rationale for beginning this work on classification and then create a partnership between the administration and the faculty to work out the details of the new approach.

Recommendation for Researchers: Once a system is created, follow up on the implementation of that new system from the perspective of the faculty incumbents in the system but also those who administer the system.

Impact on Society: Higher education systems prepare our future scientists, educators, writers, medical personnel, along with many other professionals. Creating systems that adequately attract, retain and reward the individuals who teach in these systems, regardless of their titles, will be essential to sustaining that future workforce.

Future Research: Examine the trends in staffing structures across major universities to discern similarities and differences.
Design Science Research For Personal Knowledge Management System Development - Revisited
Authors: Schmitt Ulrich
Published: October 2017

The article presents Personal Knowledge Management (PKM) as an overdue individualized as well as a collaborative approach for knowledge workers. Designing a PKM-supporting system, however, resembles a so-called “wicked” problem (ill-defined; incomplete, contradictory, changing requirements, complex interdependencies) where the information needed to understand the challenges depends on upon one’s idea for solving them. Accordingly, three main areas are attended to.
Firstly, in dealing with a range of growing complexities, the notion of Popper’s Worlds is applied as three distinct spheres of reality and further expanded into six digital ecosystems (technologies, extelligence, society, knowledge worker, institutions, and ideosphere) that not only form the basis for the PKM System Concept named ‘Knowcations’ but also form a closely related Personal Knowledge Management for Development (PKM4D) framework detailed in a separate dedicated paper. Reflecting back on a United Nations scenario of knowledge mass production (KMP) over time, the complexities closely related to the digital ecosystems and the inherent risks of today’s accelerating attention-consuming over-abundance of redundant information are scrutinized, concluding in a chain of meta-arguments favoring the idea of the PKM concept and system put forward.
Secondly, in light of the digital ecosystems and complexities introduced, the findings of a prior article are further refined in order to assess the PKM concept and system as a potential General-Purpose-Technology.
Thirdly, the development process and resulting prototype are verified against accepted general design science research (DSR) guidelines. DSR aims at creating innovative IT artifacts (that extend human and social capabilities and meet desired outcomes) and at validating design processes (as evidence of their relevance, utility, rigor, resonance, and publishability). Together with the incorporated references to around thirty prior publications covering technical and methodological details, a kind of ‘Long Discussion Case’ emerges aiming to potentially assist IT researchers and entrepreneurs engaged in similar projects.
Effect of Computerized Gloss Presentation Format on Reading Comprehension: A Cognitive Load Perspective
Authors: Marefat Hamideh , Ali Rezaee Abbas , Naserieh Farid
Published: October 2017

In recent years, gloss presentation format or the location where a gloss appears with respect to its related target word has received renewed attention. Research suggested that different gloss presentation formats could have differential effects on reading comprehension and/or vocabulary learning. This study hypothesized that the effectiveness of different computerized gloss presentation formats in reading comprehension could be explained by drawing on the split-attention effect within the framework of cognitive load theory. The effect predicts that when two related sources of information are physically separated (e.g., a target word and the respective gloss), cognitive resources are unnecessarily wasted, and learning is hindered. To test this hypothesis, 39 Persian-speaking L2 learners of English were divided into two experimental conditions, each being exposed to a text enhanced with either in-text or marginal glosses. Two measures of reading comprehension and three measures of cognitive load were employed. The participants’ initial differences in terms of grammatical knowledge and vocabulary size were balanced out, and their look-up behavior was also tracked. The results revealed that the participants with access to in-text glosses, compared with those with marginal glosses, experienced lower levels of cognitive load due to the elimination of split-attention and, accordingly, performed better on the reading com-prehension measures. Given the participants’ L2 proficiency level, the findings suggested that a text enhanced with in-text glosses tends to be instructionally more efficient.
Aspects of Digital Forensics in South Africa
Authors: Irons Alastair , Ophoff Jacques
Published: October 2017

This paper explores the issues facing digital forensics in South Africa. It examines particular cyber threats and cyber threat levels for South Africa and the challenges in addressing the cybercrimes in the country through digital forensics. The paper paints a picture of the cybercrime threats facing South Africa and argues for the need to develop a skill base in digital forensics in order to counter the threats through detection of cybercrime, by analyzing cybercrime reports, consideration of current legislation, and an analysis of computer forensics course provision in South African universities. The paper argues that there is a need to develop digital forensics skills in South Africa through university programs, in addition to associated training courses. The intention in this paper is to promote debate and discussion in order to identify the cyber threats to South Africa and to encourage the development of a framework to counter the threats – through legislation, high tech law enforcement structures and protocols, digital forensics education, digital forensics skills development, and a public and business awareness of cybercrime threats.
Beyond Coursework: Developing Communities in an Online Program of Study
Authors: Oakman Jodi
Published: October 2017

The nexus between paid work and study is important. Developing opportunities to facilitate this link is a key part of good course design especially in postgraduate programs. Strong communities of practice can also assist with improving links between research and practice. The online study environment affords some challenges to achieving these goals. The current study proposes that offering formalised interaction points— synchronous or asynchronous— during online study, is critical to facilitating the link between work and study. Twenty-five graduates of a postgraduate program were interviewed to explore their experiences of an online program of study. Three key themes emerged and are described in this paper: engaging with study, building a new framework for my practice, and implementing changes to my practice. Online learning programs need to embed opportunities for interaction that are meaningful and allow for development of ideas and discussion, aiming to take learning beyond the program of study.
The Relationship between a Business Simulator, Constructivist Practices, and Motivation toward Developing Business Intelligence Skills
Authors: Lee Hsun-Ming , Long Ju , Visinescu Lucian
Published: October 2017

Developing Business Intelligence (BI) has been a top priority for enterprise executives in recent years. To meet these demands, universities need to prepare students to work with BI in enterprise settings. In this study, we considered a business simulator that offers students opportunities to apply BI and make top-management decisions in a system used by real-world professionals. The simulation-based instruction can be effective only if students are not discouraged by the difficulty of using the BI computer system and comprehending the complex BI subjects. Constructivist practices embedded in the business simulation are investigated to understand their potentials for helping the students to overcome the perceived difficulty. Consequently, it would enable instructors to more efficiently use the simulator by providing insights on its pedagogical practices. Our findings showed that the constructivist practices such as collaboration and subject integration positively influence active learning and meaningful learning respectively. In turn, both active learning and meaningful learning positively influence business intelligence motivational behavior. These findings can be further used to develop a robust learning environment in BI classes.
Analyzing the Discourse of Chais Conferences for the Study of Innovation and Learning Technologies via a Data-Driven Approach
Authors: Silber-Varod Vered , Eshet-Alkalai Yoram , Geri Nitza
Published: October 2017

The current rapid technological changes confront researchers of learning technologies with the challenge of evaluating them, predicting trends, and improving their adoption and diffusion. This study utilizes a data-driven discourse analysis approach, namely culturomics, to investigate changes over time in the research of learning technologies. The patterns and changes were examined on a corpus of articles published over the past decade (2006-2014) in the proceedings of Chais Conference for the Study of Innovation and Learning Technologies – the leading research conference on learning technologies in Israel. The interesting findings of the exhaustive process of analyzing all the words in the corpus were that the most commonly used terms (e.g., pupil, teacher, student) and the most commonly used phrases (e.g., face-to-face) in the field of learning technologies reflect a pedagogical rather than a technological aspect of learning technologies. The study also demonstrates two cases of change over time in prominent themes, such as “Facebook” and “the National Information and Communication Technology (ICT) program”. Methodologically, this research demonstrates the effectiveness of a data-driven approach for identifying discourse trends over time.
Knowledge Management in Nigerian Universities: A Conceptual Model
Authors: I Ojo Adebowale
Published: October 2017

Universities have traditionally been leaders in the field of knowledge production, research, and societal development. They are expected to be drivers of innovation, thereby contributing to the development of a learning society. The array of challenges facing universities in Nigeria and other developing countries forces one to question their levels of innovation. While knowledge management has been identified as a strategy for driving innovative processes in business organizations, there is a paucity of literature on its application in Nigerian universities. This paper, therefore, proposes a conceptual model which Nigerian universities could adopt, in order to drive innovation and performance. As the paper is conceptual in nature, a literature survey was conducted to examine the concept of knowledge management and its application in higher education institutions. Findings from the literature informed the development of a conceptual model describing ways in which universities can adopt knowledge management practices and strategies in order to drive innovation and improve performance. The conceptual model proposed in this paper could serve as a basis for empirical investigations on knowledge management processes in universities. The paper concludes that, while knowledge management has the potential for improving performance within universities, the proposed model must be subjected to empirical validation for further amendments and improvements.
Cognition to Collaboration: User-Centric Approach and Information Behaviour Theories/Models
Authors: M Aydin Alperen
Published: October 2017

Aim/Purpose: The objective of this paper is to review the vast literature of user-centric in-formation science and inform about the emerging themes in information behaviour science.

Background: The paradigmatic shift from system-centric to user-centric approach facilitates research on the cognitive and individual information processing. Various information behaviour theories/models emerged.

Methodology: Recent information behaviour theories and models are presented. Features, strengths and weaknesses of the models are discussed through the analysis of the information behaviour literature.

Contribution: This paper sheds light onto the weaknesses in earlier information behaviour models and stresses (and advocates) the need for research on social information behaviour.

Findings: Prominent information behaviour models deal with individual information behaviour. People live in a social world and sort out most of their daily or work problems in groups. However, only seven papers discuss social information behaviour (Scopus search).

Recommendations for Practitioners : ICT tools used for inter-organisational sharing should be redesigned for effective information-sharing during disaster/emergency times.

Recommendation for Researchers: There are scarce sources on social side of the information behaviour, however, most of the work tasks are carried out in groups/teams.

Impact on Society: In dynamic work contexts like disaster management and health care settings, collaborative information-sharing may result in decreasing the losses.

Future Research: A fieldwork will be conducted in disaster management context investigating the inter-organisational information-sharing.
Intelligent Agents for Dynamic Optimization of Learner Performances in an Online System
Authors: KAMSA Imane , ELOUAHBI Rachid , EL KHOUKHI Fatima
Published: October 2017

Aim/Purpose: To identify and rectify the learning difficulties of online learners.

Background: The major cause of learners’ failure and non-acquisition of knowledge relates to their weaknesses in certain areas necessary for optimal learning. We focus on e-learning because, within this environment, the learner is mostly affected by these vulnerabilities due to the lack of direct contact with the teacher, who would be able to point out the learner’s difficulties and help to rectify them.

Methodology: The research sample was 49 learners enrolled in an online course. We focused on three cognitive factors: language, memory, and reasoning. We propose an approach to optimize learners’ performances based on two intelligent agents that model the role of a teacher: the “detector agent” and the “rectifier agent”.

Contribution: The intelligent agents beneficially contribute to e-learning enrichment and the development of cognitive skills and solidification of knowledge acquisition. This is achieved by strengthening the memory, the assimilation of lessons by improving language skills, and the reinforcement of problem solving by developing reasoning and analysis capacity.

Findings: The results show that the proposed approach efficiently detects the weaknesses of learners and resolves them intelligently.

Future Research: The approach toward e-learning performance can be improved by focusing on other factors and intelligent agents that can improve the yield for learners and more effectively optimize system operation for their perceived needs.
Introduction to the IJELL Special Series of Chais Conference 2016 Best Papers
Authors: Geri Nitza , Blau Ina , Caspi Avner , M. Kalman Yoram , Silber-Varod Vered , Eshet-Alkalai Yoram
Published: October 2017

This preface presents the papers included in the eighth issue of the Interdisciplinary Journal of e-Skills and Lifelong Learning (IJELL) special series of selected Chais Conference best papers. The Chais Conference for the Study of Innovation and Learning Technologies: Learning in the Technological Era, is organized annually by the Research Center for Innovation in Learning Technologies, The Open University of Israel. The 11th Chais Conference was held at The Open University of Israel, Raanana, Israel, on February 16-17, 2016.
Medical Community of Inquiry: A Diagnostic Tool for Learning, Assessment, and Research
Authors: Nave Rachel , Ackerman Rakefet , Judy Dori Yehudit
Published: October 2017

Aim/Purpose: These days educators are expected to integrate technological tools into classes. Although they acquire relevant skills, they are often reluctant to use these tools.

Background: We incorporated online forums for generating a Community of Inquiry (CoI) in a faculty development program. Extending the Technology, Pedagogy, and Content Knowledge (TPACK) model with Assessment Knowledge and content analysis of forum discourse and reflection after each CoI, we offer the Diagnostic Tool for Learning, Assessment, and Research (DTLAR).

Methodology: This study spanned over two cycles of a development program for medical faculty.

Contribution: This study demonstrates how the DTLAR supports in-depth examination of the benefits and challenges of using CoIs for learning and teaching.

Findings: Before the program, participants had little experience with, and were reluctant to use, CoIs in classes. At the program completion, many were willing to adopt CoIs and appreciated this method’s contribution. Both CoIs discourse and reflections included positive attitudes regarding cognitive and teacher awareness categories. However, negative attitudes regarding affective aspects and time-consuming aspects of CoIs were exposed. Participants who experienced facilitating a CoI gained additional insights into its usefulness.

Recommendations for Practitioners : The DTLAR allows analyzing adaption of online forums for learning and teaching.
Recommendation for Researchers: The DTLAR allows analyzing factors that affect the acceptance of online fo-rums for learning and teaching.

Impact on Society : While the tool was implemented in the context of medical education, it can be readily applied in other adult learning programs.

Future Research: The study includes several design aspects that probably affected the improve-ment and challenges we found. Future research is called for providing guidelines for identifying boundary conditions and potential for further improvement.
Printable Table of Contents. JITE: IIP, Volume 16, 2017
Authors: Jeffrey Lynn
Published: October 2017

Table of Contents of Volume 16 of the Journal of Information Technology Education: Innovations in Practice, 2017.
Factors Affecting Re-usage Intentions of Virtual Communities Supporting Cosmetic Products
Authors: Ho Chien-Ta , Yang Jhong-Min , Chen Wei-Ting
Published: October 2017

Aim/Purpose: This study uses a cosmetic virtual community (VC) as the research context and the UTAUT model as the theoretical structure aim to explore factors affecting the re-usage intentions of VC members.

Background: The Internet use rate of VC was up to 50%, thereby implying that VC gained the attention of Internet users. Therefore, operating a VC will be an effective way to communicate with customers. However, to maintain an existing member is more efficient than creating a new one. As such, understanding determinants of VC members’ re-use intentions becomes important for firms.

Methodology: Through an online survey, 276 valid responses were gathered. The collected data were examined by performing confirmatory factor analysis, structural equation modelling procedures, as well as the moderator analysis.

Contribution: This study shows the importance in the context of online cosmetics-related VC, which was rarely explored before. We provide issues for future research, despite the accumulated academic literature related to UTAUT and VC.

Findings: Results show that only performance expectancy and social influence significantly affecting re-usage intentions and only gender has moderating effects on the path from performance expectancy to VC re-use intention and from trust to VC re-use intention.

Recommendations for Practitioners : This study found that users emphasized performance expectancy most of all. A cosmetic product-related VC should introduce products abundantly, offer useful information, and help people accomplish tasks quickly and productively.

Recommendation for Researchers: Future researchers may use our findings to conduct further positivist research in the area of social influence using different subjects and research contexts.
MELLOW MUSHROOM: STAY GROUNDED OR SCHEDULEFLY?
Authors: Craton Lauren , Garrison Samuel , Karim Muhammad , Stokes Jason
Published: October 2017

Mike, the head manager of Mellow Mushroom Tampa, is considering replacing his manual employee scheduling system with an automated system named Schedulefly. As he considers the complexities of the system and its potential implications for employees, he wonders if he should really go forward with the project.
The Impact of a University Experience Program on Rural and Regional Secondary School Students: Keeping the Flame Burning
Authors: Penman Joy , Thalluri Jyothi
Published: October 2017

[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology]

Aim/Purpose : The uptake of university by regional students has been problematic for various reasons. This paper discusses a program, initiated by a South Australian regional university campus, aimed at attracting regional students into higher education.

Background: A qualitative descriptive approach to study was used to determine the value of the program on participating students and school staff. Year 10 students from Roxby Downs, Port Augusta and Port Lincoln high schools were invited to participate in a two-day regionally-focussed school-university engagement program that linked students with the university campus and local employers.

Methodology: A survey was administered to determine the impact of the program. Perceptions about the program by school staff were gathered using a modified One-Minute Harvard questionnaire. While 38 Year 10 students and 5 school staff members participated, 37 students and 3 staff evaluated the program.

Findings: The findings revealed that the majority of the students would like to attend university, but financial and social issues were important barriers. The students learned about the regional university, what it can offer in terms of programs and support, and the employment prospect following university. The school staff benefited by developing a closer relationship with students and becoming better informed about the regional university.

Recommendation for Practitioners: One way by which university uptake may be increased is to provide similar immersion programs featuring engagement with employers, our recommendation to other regional universities. In increasing the levels of education, individuals, communities and the society in general are benefited.
Assessing the Affordances of SimReal+ and Their Applicability to Support the Learning of Mathematics in Teacher Education
Authors: Hadjerrouit Said
Published: October 2017

[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology]

Aim/Purpose: Assess the affordances and constraints of SimReal+ in teacher education

Background: There is a huge interest in visualizations in mathematics education, but there is little empirical support for their use in educational settings

Methodology: Single case study with 22 participants from one class in teacher education. Quantitative and qualitative methods to collect students’ responses to a survey questionnaire and open-ended questions

Contribution: The paper contributes to the understanding of affordances and constraints of visualization tools in mathematics education

Findings: The visualization tool SimReal+ has potential for learning mathematics in teacher education, but the user interface should be improved to make it more usable for different users. Teachers need to consider technological and pedagogical affordances of SimReal+ at the student, classroom, and mathematics subject level

Recommendations for Practitioners: Address technological and pedagogical affordances of SimReal+

Recommendation for Researchers: Improve the design of SimReal+ to make it technologically and pedagogically more usable

Impact on Society: Understand the affordances and constraints of visualization tools in education

Future Research: Implement a next cycle of experimentation with SimReal+ in teacher education to ensure more validity and reliability
Improving Information Technology Curriculum Learning Outcomes
Authors: L Anderson Derrick
Published: October 2017

[This Proceedings paper was revised and published in Informing Science: the International Journal of an Emerging Transdiscipline (InfoSci)]

Aim/Purpose: Information Technology students’ learning outcomes improve when teaching methodology moves away from didactic behaviorist-based pedagogy toward a more heuristic constructivist-based version of andragogy.

Background: There is a distinctive difference, a notable gap, between the academic community and the business community in their views of the level of preparedness of recent information technology program graduates. An understanding of how Information Technology curriculum is developed and taught along with the underpinning learning theory is needed to address the deficient attainment of learning outcomes which lies at the heart of this matter.

Methodology : The case study research methodology has been selected to conduct this empirical inquiry facilitating an in depth exploration within its real-life context. The subject of analysis is two Information Technology classes which are composed of a combination of second year and third year students; both classes have six students, the same six students.

Contribution: It is the purpose of this research to show that the use of improved approaches to learning will produce more desirable learning outcomes.

Findings: The results of this inquiry clearly show that the use of the traditional behaviorist based pedagogic model to achieve college and university IT program learning outcomes is not as effective as a more constructivist based andragogic model.

Recommendations for Practitioners : Instruction based purely on behaviorism or constructivism does a disservice to the typical college and university level learner. The correct approach lies somewhere in between; the most successful outcome attainment will be the product of incorporating the best of both.

Impact on Society: Instructional strategies produce learning outcomes; learning outcomes demonstrate what knowledge has been acquired. Acquired knowledge is used by students as they pursue professional careers and other ventures in life.

Future Research: Learning and teaching approaches are not “one-size-fits-all” propositions; different strategies are appropriate for different circumstances and situations. Additional research should seek to introduce vehicles that will move learners away from one the traditional methodology that has been used throughout much of their educational careers to an approach that is better suited to equip them with the skills necessary to meet the challenges awaiting them in the professional world.
Students’ Attention when Using Touchscreens and Pen Tablets in a Mathematics Classroom
Authors: Chen Cheng-Huan , Chiu Chiung-Hui , Lin Chia-Ping , Chou Ying-Chun
Published: October 2017

Aim/Purpose: The present study investigated and compared students’ attention in terms of time-on-task and number of distractors between using a touchscreen and a pen tablet in mathematical problem-solving activities with virtual manipulatives.

Background: Although there is an increasing use of these input devices in educational practice, little research has focused on assessing student attention while using touchscreens or pen tablets in a mathematics classroom.

Methodology: A qualitative exploration was conducted in a public elementary school in New Taipei, Taiwan. Six fifth-grade students participated in the activities. Video recordings of the activities and the students’ actions were analyzed.

Findings: The results showed that students in the activity using touchscreens maintained greater attention and, thus, had more time-on-task and fewer distractors than those in the activity using pen tablets.

Recommendations for Practitioners: School teachers could employ touchscreens in mathematics classrooms to support activities that focus on students’ manipulations in relation to the attention paid to the learning content.

Recommendation for Researchers: The findings enhance our understanding of the input devices used in educational practice and provide a basis for further research.

Impact on Society: The findings may also shed light on the human-technology interaction process involved in using pen and touch technology conditions.

Future Research: Activities similar to those reported here should be conducted using more participants. In addition, it is important to understand how students with different levels of mathematics achievement use the devices in the activities.
A Knowledge Management IT Tool: An Investigation within a Marketing Introductory Course
Authors: Li Shang Ly Samie , G Saade Raafat
Published: October 2017

Aim/Purpose: The purpose of this study is to shed light on how students learn within an environment tailored to knowledge creation.

Background: We build on Nonaka, Toyama, and Konno’s three key elements: SECI model, Ba, Leadership as well as current knowledge management researchers critiques and improvements.

Methodology: Based on an introductory marketing course, we used an in-house web based learning tool (peer-to peer) to capture score performances and perception surveys. The analysis was conducted through an exploratory factor analysis (EFA).

Contribution: This study shed light on current knowledge management critiques by providing measures at the micro-level and community level.

Findings: Perceptions of adaptability and usefulness change positively over time, while students’ repeated practice prepares them for different styles of questions as their performances increases over time.

Recommendations for Practitioners: Organizations can understand how employees create knowledge through exchange of ideas, feedback, and common goals. Supervisor can understand their employees better and employees can gain a sense of control on their work.

Recommendation for Researchers: The ability to capture information over time on the human and community level within a system allows further research to shed light on different variables of knowledge creation in the field.

Impact on Society : An appreciation of the mechanism of knowledge creation can encourage organization to become more innovative and focus on people rather than material.

Future Research: Measures such as the engagement level, the personality level, and compatibility level within a community to create knowledge are to be explored.