ethanporcaro/eric-fulltext-meta huggingface dataset:
A Modular Approach to Delivering an Introductory MIS Course
Author: Braun, Gerald F.
Date: 2010-06-24
Type: Journal Articles
Subjects: Information Systems,Teaching Methods,Computer Software,Cognitive Style,Feedback (Response),Lecture Method,Student Attitudes,Learning Experience,Pilot Projects,Student Surveys,Instructional Effectiveness,Management Systems,Educational Objectives,Participative Decision Making,College Students,Course Descriptions,Correlation,Statistical Analysis,Observation,Grades (Scholastic),Computer Assisted Instruction,Outcomes of Education

Today's students find the traditional lecture-based teaching format less desirable and seem to prefer a more hands-on learning experience. Consequently, it has become necessary to redesign the introductory MIS course. This paper describes a new modular approach to delivering the introductory course. The primary focus is to provide students with multiple resources and hands on projects, along with detailed learning objectives, in lieu of traditional PowerPoint lectures and reading assignments from a textbook. A pilot study was initiated to assess student perceptions of the learning experience with regard to the effectiveness and overall satisfaction with the new approach. A learning styles survey, along with a follow-up feedback survey, was distributed to 29 traditional and non-traditional students. Considering the small sample size, initial results were encouraging. However, an extended study to be carried out during the 2008-2009 school year, with more sections of the course, will hopefully confirm preliminary results and give further insight into the effectiveness of this approach.
A New Look at Security Education: YouTube as YouTool
Author: Werner, Laurie A.
Date: 2010-06-22
Type: Journal Articles
Subjects: Information Security,Information Science Education,Video Technology,Computer Security,Teaching Methods,Computer Software,Computer Networks,Web Sites

Teaching a computer security course which includes network administration and protection software is especially challenging because textbook tools are out of date by the time the text is published. In an effort to use lab activities that work effectively, we turned to the internet. This paper describes several resources for teaching computer security found on YouTube. We describe the media that worked well in the class/lab environment, and present some ideas for evaluating the YouTube materials. Using this popular web site has the added benefit of engaging students in computer security in an entertaining way.
Best Practices: A Cure for the New Prep Headache?
Author: Burns, Alan T.
Date: 2010-04-27
Type: Journal Articles
Subjects: Best Practices,Teaching Methods,Barriers,Information Systems,Courses,College Instruction,Mentors,Experienced Teachers,Models,Documentation,Course Content,Knowledge Management

The teaching of a new course is colloquially known among faculty as a &quot;new prep.&quot; New preps are often time-consuming and laborious for instructors. They can be particularly frustrating when this effort does not yield results in the classroom. This research explores how a best practice approach can make the transfer of new preps across faculty less burdensome and increase student learning. Best practices are desirable because they inject substantial, relevant and validated knowledge directly to the task at hand. The new prep transfer process is modeled in terms of communication theory, where the transfer occurs between an experienced instructor (source) and an instructor new to the course (recipient). A template has been developed to facilitate the transfer of best practices for a course. Some features of the template are discussed as are the transfer barriers they seek to overcome. Although one benefit of the best practices approach presented is reduced faculty workload, it is believed that the quality of instruction and student learning should increase as well.
Business Students' Learning with Online Discussion Forums: The Case of a Virtual Classroom Community
Author: Zhu, Jake
Date: 2010-06-07
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Discussion (Teaching Technique),Business Administration Education,Interaction,Communities of Practice,Student Participation,Qualitative Research,Undergraduate Students,Transcripts (Written Records),Student Attitudes,Hermeneutics,Computer Mediated Communication,Virtual Classrooms

This study examined what learning is and how learning was facilitated in a virtual classroom community using online discussion forums. Results demonstrated that learning in such a community was the active participation by the members of the community in the process of meaning construction. The construction of meaning in such a community was supported and sustained through members' experience-sharing, peer-mediation and information-seeking. Knowledge was made available by members, who linked the community learning with their social surroundings, such as work places, families and the society. Thus learning in a virtual classroom community facilitates an environment in which learners could not only learn, but also learn to learn.
Course Evaluation in Sweden--When, How, What and Why
Author: Cronholm, Stefan
Date: 2010-04-26
Type: Journal Articles
Subjects: Foreign Countries,Course Evaluation,Higher Education,Student Attitudes,Evaluation Methods,Student Motivation,Laws,Feedback (Response),Time on Task,Questionnaires,Outcomes of Education,Barriers,Models,Structured Interviews

This study is about course evaluation in Swedish higher education. Performing course evaluation is regulated in Swedish law. Despite this, only half of the courses are evaluated. The aim of this study is to understand why satisfactory course evaluations not are performed. Problems are identified from a student perspective and the paper provides proposals for reducing the problems. In order to tackle the problems an evaluation process model consisting of five phases is proposed. A main message is that there is need for an increased government from the university's management levels to revise the incentives for performing a satisfactory course evaluation.
Creating E-Commerce Start-Ups with Information Systems Students: Lessons Learned from New Venture Successes and Failures
Author: Abrahams, Alan
Date: 2010-06-23
Type: Journal Articles
Subjects: Information Systems,College Students,Internet,Small Businesses,Case Studies,Entrepreneurship,Financial Support,Income,Assignments,Marketing,Networks,Advertising,Student Projects

In this paper, we review a variety of e-commerce startups created by senior information systems students, under the author's guidance, over a number of years at multiple universities. We compare the characteristics of the start-ups and comment on various factors which appear to have contributed to their success or failure. Our recommendations are intended to help information systems educators to improve the chances of new venture success in their classrooms, and to enhance the pedagogic value of e-commerce courses.
Determining the Effectiveness of Various Delivery Methods in an Information Technology/Information Systems Curriculum
Author: Davis, Gary Alan
Date: 2010-06-21
Type: Journal Articles
Subjects: Teaching Methods,Information Technology,Information Systems,Internet,Electronic Learning,Technology Uses in Education,Web Based Instruction,Computer Science Education,College Students,Student Surveys,Instructional Effectiveness,Student Characteristics,Blended Learning

The emergence of increasingly sophisticated communication technologies and the media-rich extensions of the World Wide Web have prompted universities to use alternatives to the traditional classroom teaching and learning methods. This demand for alternative delivery methods has led to the development of a wide range of eLearning techniques. Nonetheless, skepticism towards delivery methods as a &quot;means of communication&quot; is still common. This conflict has influenced research on the subject. Many studies have examined the effectiveness of eLearning (also called &quot;technology-enabled learning&quot; and &quot;online learning&quot;) but very few of the results can be generalized to Information Technology/Information Systems curricula. The current study is an extension of a previous study conducted by the authors that examined the perceived effectiveness of online learning courses in a Computer and Information Systems curricula. The current study probes deeper into various online learning formats and into the students who enroll in the courses. Specifically, this new study looks at which non-traditional method of course content delivery (i.e., online, partially online, on-ground with online supplements) is most effective for Information Technology/Information Systems courses, as well as which instructional method of course content delivery provides the best learning for each grouping of Information Technology/Information Systems subject areas. Finally, this study attempts to profile groups of students who prefer an online format to a traditional on-ground format.
Enhancing the Value of the Capstone Experience Course
Author: Schwieger, Dana
Date: 2010-06-16
Type: Journal Articles
Subjects: Curriculum,Computer Science Education,Management Information Systems,Information Systems,Cooperative Learning,College Curriculum,Undergraduate Students,Interdisciplinary Approach,Outcomes of Education,Educational Objectives,Student Evaluation,Skill Development,Experiential Learning

Capstone courses in MIS, CIS and CS programs are commonly incorporated into curriculum these days as they can be used effectively to assess several program objectives. In this paper, the authors discuss the usefulness of a combined Capstone Experience class consisting of CS/CIS and MIS students. The authors point out how this class provided considerable opportunity for collaborative learning, served as an instrument for assessing the respective program objectives relating to both technical and professional (soft) skills, and met the learning outcomes of the university's general educational requirements.
Factors That Influence Transfer of Learning from the Online Environment
Author: Everett, Donna R.
Date: 2010-02-24
Type: Journal Articles
Subjects: Transfer of Training,Online Courses,Business Administration Education,Masters Programs,Graduate Students,Qualitative Research,Assignments,Feedback (Response),Electronic Learning,Communication Skills,Job Skills,Computer Mediated Communication,Teacher Role,Course Evaluation,Student Attitudes,Skill Development,Self Efficacy,Student Surveys

In this paper the author discusses transfer of learning factors to enhance the work skills and knowledge of online MBA students in a managerial communications course. Qualitative research survey methods were utilized; nVivo 8 was used to manipulate the data in two areas: factors that enhance transfer of learning and when students began to apply the skills and knowledge in the course. The results show that the assignments, concepts, feedback, communications, and the instructor had an impact on learning and transfer of learning. One specific time (from the beginning) was mentioned when students began to apply their learning. The results of the study may be informative and instructive for other online instructors.
Strategies Used by Professors through Virtual Educational Platforms in Face-to-Face Classes: A View from the Chamilo Platform
Author: Valencia, Heriberto Gonzalez
Date: 2017-00-00
Type: Journal Articles
Subjects: Computer Simulation,Teaching Methods,College Faculty,Qualitative Research,Teacher Attitudes,Blended Learning,Foreign Countries,Management Systems,Teacher Student Relationship,Schools of Education,College Students,Computer Assisted Instruction,Surveys,Interviews

This study consisted in characterizing the strategies used by professors; implemented through virtual educational platforms. The context of this research were the classrooms of the Santiago de Cali University and the virtual space of the Chamilo virtual platform, where two professors from the Faculty of Education of the same university participated. The methodological approach of the investigation is qualitative, the observation and the interviews were the procedure to collect the data used. The results obtained and the analyzed literature show that there are different strategies used by professors through the implementation of the Chamilo virtual educational platform as a support to face-to-face classes, leading us to recognize that its utility has different intentions at the moment of being implemented by the professor.
Information Systems Education: What's Missing?
Author: Rosenthal, Paul H.
Date: 2010-06-25
Type: Journal Articles
Subjects: Information Systems,Business,Costs,Productivity,Investment,Information Technology,Computation,Computer Software,Planning

We are doing a good job of teaching IS technology and project management but are omitting implementation planning. We need to teach our users and professionals how to answer the following critical questions for our mission-critical transaction processing applications (TPS). (1) Why does it cost so much? (2) How long does it take-Why does it take so long? And (3) What makes our applications systems so complex? This presentation discusses pedagogical and presentation structures that will focus more attention on these planning-oriented questions.
Unwelcome? English as a Medium of Instruction (EMI) in the Arabian Gulf
Author: Ahmadi, Qais S.
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Language of Instruction,Qualitative Research,Focus Groups,Semi Structured Interviews,College Students,Arabs,College Second Language Programs,Student Attitudes,Foreign Countries

The Qatari college EFL (English as a Foreign Language) classroom is revisited in the author's second action research study conducted in the small Arabian Gulf country. The literature review allowed the author to gather themes that lead to this groundbreaking inquiry of the residual effects resulting from educational language reforms in the country. Due to the beginning stages of English as a medium of instruction (EMI) in Qatar, to the author's knowledge, no such research has taken place until now. The qualitative data collection method involved 11 focus group participants from the researcher's advanced-intermediate IEP (Intensive English Program) class that underwent a semi-structured interview. Results determine that, if given the choice, students would rather receive instruction in the Arabic medium instead of English to pursue undergraduate studies. The author offers additional research questions and recommendations in understanding the student perspective and why the EMI reforms have not been successful.
Interdisciplinary Introductory Course in Bioinformatics
Author: Kortsarts, Yana
Date: 2010-06-14
Type: Journal Articles
Subjects: Interdisciplinary Approach,Introductory Courses,Biology,Information Science,Computer Science Education,College Students,Information Systems,Majors (Students),Course Content,Programming Languages,Curriculum Design,Programming,Computation,Student Projects,Genetics,Student Attitudes,Course Evaluation,Student Surveys

Bioinformatics is a relatively new interdisciplinary field that integrates computer science, mathematics, biology, and information technology to manage, analyze, and understand biological, biochemical and biophysical information. We present our experience in teaching an interdisciplinary course, Introduction to Bioinformatics, which was developed and taught by an interdisciplinary team of computer science and biology faculty. To integrate the &quot;Ethics, Computing, and Genomics&quot; component into the course curriculum, collaboration with an English faculty member was established. The course was designed as an upper-level elective for computer information systems and computer science majors and was open as a science elective for all science majors and for chemical engineering majors. We discuss the course curriculum, and a way to integrate the Python programming language in the UNIX environment will be presented. The integration of bioinformatics algorithms into the course curriculum will be emphasized.
The Doctoral Program of Management in Information Technology at Six
Author: Steenkamp, Annette Lerine
Date: 2010-06-18
Type: Journal Articles
Subjects: Doctoral Programs,Information Technology,Administration,Evaluation Methods,Program Effectiveness,Teaching Methods,Educational Technology,School Schedules,Supervision,Graduate Students,Information Management

Experience with the Doctor of Management in Information Technology (DMIT), offered in the College of Management, Lawrence Technological University in the six years since 2002 is described. The mission of the program is to offer doctoral level education for working professionals with high levels of managerial and IT expertise. With a number of students passing through the research phase of the program the focus on innovation within enterprises has become a priority, as well as on IT leadership, based on state-of-the-art knowledge of ITs. The paper describes the approach to outcomes assessment in terms of defined criteria. Some operating results are presented, including data on student performance. Lessons learned during six years of offering the DMIT have impacted a number of aspects of the program, such as offering hybrid modes of delivery for some courses made possible by new education technologies, continuous updating of course syllabi to reflect the latest ideas and practices in consultation with the DMIT Advisory Board, modified approaches to preparing students for the comprehensive examinations, standardizing the research process, refinements in faculty approaches to supervising the dissertation research projects, and improved program governance. The program has enhanced the quality of faculty scholarship in the College of Management, and is attractive for LTU adjunct faculty, graduate students and alumni who are interested in pursuing doctoral studies. The research agenda and completed research topics are included in the paper.
Collaborative Co-Teaching of Numeracy and Literacy as a Key to Inclusion in an Independent School
Author: Krüger, Deirdré
Date: 2010-00-00
Type: Journal Articles
Subjects: Numeracy,Literacy,Inclusion,Team Teaching,Teacher Collaboration,Private Schools,Focus Groups,Semi Structured Interviews,Participant Observation,Learning Activities,Interpersonal Communication,Elementary School Teachers,Department Heads,Foreign Countries,Qualitative Research

Inclusion of learners with diverse needs implies a shift from a medical deficit model of disability to a social systems model. The latter does not view these learners as a problem; instead the environment or society's response to these individuals is viewed as a barrier to learning. I focus on collaborative co-teaching as a key to inclusion. Collaborative co-teaching requires the learning support teacher and the general education teacher to partner in all aspects of instruction. The outcome of collaborative co-teaching includes effective instruction, a cohesive, accepting class community, positive learner development and the professional and personal growth of the learning support teacher and the general education teacher. A literature review provided the background to an empirical inquiry using a qualitative approach. Data were collected from a small group of participants by interviews, observations and documents and inductively analysed. The study shows that if the learning support teacher responds to learners' behaviour within the framework of inclusive practices, the positive effects of the teacher's work and interactions may be far-reaching. Learning support teachers have an important role to play in accommodating and ensuring the integration of learners with diverse needs.
The Impact of Different Instructions on Vietnamese EFL Students' Acquisition of Formulaic Sequences
Author: Ha, Do Thi
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Phonology,Teaching Methods,Language Tests,Translation,Vietnamese People,Experimental Groups,Control Groups,Comparative Analysis,Recall (Psychology),Phrase Structure,Pretests Posttests,Vocabulary Development,Foreign Countries,Classification,Figurative Language,Language Proficiency,College Students,Statistical Analysis

The paper explores how various teaching methods, namely Phonology-Based Instruction (PBI) and Translation-Based Instruction (TBI), have an effect on students' acquisition of formulaic sequences. 20 multiword expressions were taught to 48 Vietnamese EFL students from three intact classes as 2 treatment groups (PBI and TBI) and 1 control group. Right after completing the tasks, the three groups were tested on their ability to identify (Form Recognition) and produce (Form and Meaning Recall) the lexical phrases by an immediate post-test. A delayed test was administered two weeks later for better comparison of their retention. The results showed that PBI and TBI groups significantly outperformed the control one on most of the test levels. Especially, TBI tended to be more effective than PBI in two cases as regards both Repeating and Non-repeating items. It is believed that if the results and the proposed suggestions of this research are taken into consideration, major improvements could occur in language teaching programs, leading to students' higher vocabulary uptake.
Enabling White, Afrikaans-Speaking Adolescents towards Post-Divorce Resilience: Implications for Educators
Author: Theron, Linda
Date: 2010-00-00
Type: Journal Articles
Subjects: Whites,Indo European Languages,Resilience (Psychology),Divorce,Adolescents,Family Characteristics,Secondary School Teachers,Teacher Student Relationship,Mixed Methods Research,Semi Structured Interviews,Student Attitudes,Secondary School Students,Religion,Therapy,Cultural Differences,Foreign Countries,Holistic Approach

Using rich qualitative data, we describe the ecosystemically-embedded protective antecedents that enabled 10 white, Afrikaans-speaking adolescents from divorced families towards resilience. The description both confirms and extends what was known about the roots of adolescent resilience, post-divorce. We use these findings to capacitate educators who are mandated to care for needy learners, such as those from divorced homes. The findings provide more than mere implications for educators--given their simplicity, they make it possible for educators to make the most of these to champion resilience.
Our Voice Counts: Adolescents' View on Their Future in South Africa
Author: Steyn, Miemsie
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adolescent Attitudes,Futures (of Society),Social Change,Social Experience,Social Influences,Social Problems,Socioeconomic Background,Expectation,Secondary School Students,Questionnaires,Interviews,Self Evaluation (Individuals),Family Environment,Educational Environment,World Views

We focus on the impact of societal change and related societal problems on the youth of post-apartheid South Africa. Within the parameters of an eco-systemic model, it is argued that adolescents' perspectives on their future in this country could be negatively influenced by the extent of societal problems that are currently experienced in South Africa. Amidst severe problems such as poverty, unemployment, HIV/AIDS, and violent crime the findings of an empirical investigation into the views 1,326 adolescents from a variety of socio-economic backgrounds indicate that a general spirit of optimism and independence exists, paired with a strong desire to escape the trappings of poverty and to fulfil their career and social expectations. The findings indicate that a new, non-racial generation is emerging, but also highlight a formidable ethical dilemma: not societal factors, but ironically the ailing education system, is blocking the future ideals of thousands of South African adolescents.