ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Guidance and Counselling Students' Perceptions about English Language Learning Beliefs
Author: Kaymakamoglu, Sibel Ersel
Date: 2017-00-00
Type: Journal Articles
Subjects: Guidance,English (Second Language),Second Language Learning,Student Attitudes,Counselor Training,Foreign Countries,Beliefs,Gender Differences,Age Differences,Student Teachers,Language Attitudes,Questionnaires,Likert Scales,Student Teacher Attitudes,Statistical Analysis

Since contemporary views of learning and teaching place learners in the center of learning process, most of the researchers and practitioners have directed their attention to understanding what goes on in the mind of the learners during the process of learning and teaching. In the area of English language learning and teaching this perspective have also been adopted and for more than three decades one of the main concerns of the researchers and practitioners have been on exploring the factors influencing the language learners in the learning and teaching process. 'Learner beliefs' have been identified as one of the main the sources of learners' actions and decisions in this process. Therefore, in this study the researcher aimed to explore the English language learning beliefs of the students studying in the Guidance and Counseling Department at one of the Universities in Northern Cyprus. It also explored if the participants' perceptions about English language learning showed differences according to gender and age. 132 first year student teachers studying in the Department of Guidance and Counseling Department at a University in North Cyprus were the participants of the study. 65 &quot;female&quot; and 67 &quot;male&quot; student teachers participated in this investigation. In order to collect data about the student teachers' perceptions regarding English language learning &quot;English Language Learning Beliefs Inventory&quot; (&quot;BALLI&quot;) version 2 was utilized. The questionnaire consisted of 44 items and the responses were given according to the 5-point Likert Scale. The findings revealed significant differences between the male and female participants' perceptions about English language learning beliefs. The participant student teachers' perceptions about language learning beliefs differed significantly in relation to age.
Experience with Entrepreneurship Learning Using Serious Games
Author: Almeida, Fernando
Date: 2017-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Social Responsibility,Teaching Methods,Educational Games,Skill Development,College Students,Student Surveys,Student Attitudes,Statistical Analysis,Computer Science Education,Engineering Education,Questionnaires,Simulation,Computer Games,Educational Technology,Technology Uses in Education,Foreign Countries

The teaching of entrepreneurship is currently a fundamental pillar in the construction of social responsibility with strong impact on the future economic development of society. The use of serious games in the entrepreneurship field is a way of encouraging students' motivation to become entrepreneurs and develop their skills in the field. In this paper, we describe the experience of using a serious game in the entrepreneurship field in the context of the classroom. For that, we adopt a quantitative research technique based on a survey research to measure the different characteristics experienced by higher education students when using serious games in the classroom to learn entrepreneurship. The students have multidisciplinary competences, coming from courses with strong emphasis in the area of management and technology. The use of the serious game allowed students to develop skills mainly in terms of innovation, leadership, strategic thinking, problem solving, business launch and risk management. On the other side, there were no significant benefits in terms of accounting skills, compliance with regulations, interpersonal, communication, and self-control and discipline.
Development and Evaluation of Educational Android Application
Author: Kocakoyun, Senay
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Computer Software Evaluation,Computer System Design,Courseware,Electronic Learning,Educational Environment,Technology Uses in Education,Usability,Student Surveys,Student Attitudes,Student Satisfaction,Questionnaires,Pretesting,Change Strategies,Foreign Countries,Statistical Analysis

In this study, a mobile application was developed for courses at undergraduate level. The application has not only been developed and used, but has also been used practically for 8 weeks. In other words, the findings are based on a practical experience rather than a theoretical basis. This study aimed to determine the opinions of students who participated in the development and application process of an Android application named NEU-CEIT about the mobile learning environment, educational and sharing structure of the developed application. A total of 27 students participated and students were asked to upload the developed application and examine the content. Following the application, students were administered an environment evaluation questionnaire. Data of the research were collected with survey method. Data obtained in the research were analyzed through the views of experts. According to the results, it was revealed that outcomes related with the usage structure of the developed application were positive, educational structure of the application is appropriate to follow the curriculum, it is rich in terms of materials and it might be one of the applications that students can use for communication. The results also showed that mobile applications will support education and increase motivation. This study supports that mobile applications improve academic achievement.
Factors Affecting Women's Decisions to Pursue an IS Degree: A Case Study
Author: Serapiglia, Constance Patricia
Date: 2010-04-20
Type: Journal Articles
Subjects: Undergraduate Students,Females,Career Choice,Information Systems,Bachelors Degrees,Majors (Students),Case Studies,Influences,Role Models,Access to Computers,Family Environment,Personality Traits,Problem Solving,Self Efficacy,Salaries,Males,Student Interests

The declining participation of women in the computer-related professions is a concern to academia and business. There appears to be a complex set of factors influencing the selection of a major and completing the degree. A case study of 25 undergraduate women explored, in detail, the events, conditions, and relationships that affected the decision of women to pursue the study of Computer Information Systems. Four themes were identified: (a) Influence by male role models, (b) positive introduction to computers/technology in the home and school, (c) a natural affinity for problem solving, figuring out how it works and meeting the challenges of an always-changing field, need to prove they can do it, and (d) greater opportunity for higher salary.
Peer Tutoring in Programming: Lessons Learned
Author: Gerhardt, Jill
Date: 2010-06-29
Type: Journal Articles
Subjects: Peer Teaching,Tutoring,Programming,Introductory Courses,Computer Science Education,College Students,Educational Benefits,Females,Minority Group Students,Questionnaires,Student Attitudes,Program Evaluation

This article describes our experience with peer tutoring in introductory programming courses. This tutoring concept was one of the integral support services out of five student services, which were part of a National Science Foundation Grant, designed to improve education, increase retention, improve professional development and employability, and increase placement in graduate schools for Computer Science and Information Systems or Mathematics majors. In addition, an emphasis was placed on strategies that could make the support services female- and minority-friendly. In the review of the literature, reasons are delineated as to why tutoring can be particularly valuable for females and minorities. After the peer tutoring program was initiated, data was collected. This paper includes results from a questionnaire administered to students in programming classes over a two-year period in which the free peer tutoring was available. The make-up of the students, frequency of tutoring, evaluation of tutors and services, and tutor comments are included. Suggestions concerning how to improve the peer tutoring service are provided. Subjective data of the tutoring program indicates that it was a success. Objective data on the students exposed to the five support services demonstrates success of the program as a whole.
Myth Busting: Using Data Mining to Refute Link between Transfer Students and Retention Risk
Author: McAleer, Brenda
Date: 2010-04-29
Type: Journal Articles
Subjects: College Students,Computer Science Education,Information Systems,Prior Learning,Predictor Variables,Retention (Psychology),Risk,Transfer of Training,Information Retrieval,Data Analysis,Models,Classification,Bayesian Statistics

In the past few years, universities have become much more involved in outcomes assessment. Outside of the classroom analysis of learning outcomes, an investigation is performed into the use of current data mining tools to assess the issue of student retention within the Computer Information Systems (CIS) department. Utilizing both a historical dataset of CIS students over a 10 year period, and a current student dataset, this analysis specifically deals with the following questions: 1. How can we use the past to predict retention risk of the future students? 2. Do students who transfer CIS courses (core or elective) have an increased retention risk? The data mining tool was the Oracle Data Mining™ Package used to perform tasks as classification (Naive Bayesian and support vector machine), and attribute importance.
Measuring Faculty Instructional Performance
Author: Tastle, William J.
Date: 2010-04-30
Type: Journal Articles
Subjects: College Faculty,Tenure,Teacher Competencies,Evaluation Methods,Likert Scales,Course Evaluation,Student Attitudes,Student Evaluation of Teacher Performance,College Students,Scaling,Group Unity

The tenure and/or promotion of faculty are frequently dependent on the analytical outcome of student end-of-semester evaluation instruments. Faculty usually use the data to make adjustments in their classes, but deans and chairs use the data to determine which faculty are performing &quot;below&quot; average. The statistical measure used is typically the mean. The mean is invalid for ordinal scale items (like Likert scales), but the consensus, dissent, and agreement measures offer a more intuitive view of data and eliminate the need for the incorrect and morale damaging designation of substandard performance. Successful application of these new measures can permit faculty to measure the perceptions of their students with of colleagues in other schools such that appropriate mentoring can occur.
From Computer Literacy to Web 2.0 Literacy: Teaching and Learning Information Technology Concepts Using Web 2.0 Tools
Author: Frydenberg, Mark
Date: 2010-04-16
Type: Journal Articles
Subjects: Computer Literacy,Web 2.0 Technologies,Information Technology,Computer Science Education,College Freshmen,Introductory Courses,Learning Activities,Electronic Journals,Student Journals,Editing,Electronic Publishing,Web Sites,Telecommunications,Social Media,Indexing,Computer Oriented Programs,Internet,Information Storage,Web Based Instruction,Online Courses,Computer Mediated Communication,Synchronous Communication,Asynchronous Communication,Technical Support,Check Lists,Student Attitudes,Feedback (Response)

Computer literacy has evolved from writing simple BASIC programs to using desktop productivity applications. The shift from mainframe to personal computer brought about the need to rethink computer literacy courses to introduce basic skills and familiarity using desktop productivity applications. While these skills remain important, the recent shift of applications and data from the desktop to the Web has brought about another stage in the evolution of computer literacy education to the extent that today's students not only need to be &quot;computer literate&quot; but also &quot;Web literate&quot; or &quot;Web 2.0 literate.&quot; Computer literacy courses retained the old concepts, but had less time to cover them because of the need to introduce new concepts. This paper examines approaches to teaching first year college introductory technology courses and suggests practical exercises and skills required for today's students to be Web 2.0 literate.
Educating Information Systems Students on Business Process Management (BPM) through Digital Gaming Metaphors of Virtual Reality
Author: Lawler, James P.
Date: 2010-02-26
Type: Journal Articles
Subjects: Computer Games,Simulated Environment,Teaching Methods,Graduate Students,Information Systems,Student Surveys,Business,Instructional Design,Computer Science Education,Computer Software,Program Effectiveness,Skill Development,Student Attitudes,Statistical Analysis,Video Games

Digital gaming continues to be an approach for enhancing methods of pedagogy. The study evaluates the effectiveness of a gaming product of a leading technology firm in engaging graduate students in an information systems course at a major northeast institution. Findings from a detailed perception survey of the students indicate favorable improvement in learning of business process management (BPM) methodology through the gaming software. However, improvement in learning through the system is indicated to be not as high in contrast to the case discussion reports and presentation project reports of the course involving research. These findings of the study may aid educators attempting to better integrate game-based learning with other methods of pedagogy.
The Relational Model Distilled to Support Data Modeling in IS 2002
Author: Waguespack, Leslie J., Jr.
Date: 2010-02-23
Type: Journal Articles
Subjects: Information Systems,Databases,Higher Education,Programming Languages,Computer Science Education,Data Analysis,Models

No individual subject area in IS 2002 impacts more aspects of computing theory or professional preparation than data modeling. For more than four decades the bedrock of data modeling has been the relational data model. There are numerous extensions, variations and implementations of this theory but its core remains the central anchor in the practice of data-driven analysis and design. Like most theoretical foundations that have spawned application development tools and methodologies much of the pure theory of the relational model is obscured by necessary choices of syntax and implementation features that in many cases complicate if not defy a student's grasp of the theory. This is compounded by the progression from one tool or syntax to another as students traverse their computing curricula. This is a distillation of the relational data model compact enough to be easily committed to memory and robust enough to serve as the consistent reference to the relational paradigm spanning IS 2002.P0 through IS 2002.7 and IS 2002.8 for computing majors, minors and general education. In a format reminiscent of the IBM System/360 Principles of Operation Pocket Reference (the &quot;Green Card&quot;), this distillation fits nicely on two sides of a single sheet of 8.5&quot; x 11&quot; paper, hence a &quot;Relational Green Card.&quot;
Identifying Influencers in High School Student ICT Career Choice
Author: Babin, Ron
Date: 2010-06-11
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Information Technology,Career Choice,Course Selection (Students),Influences,Surveys,Student Attitudes,Counselor Attitudes,Business Administration Education,Parent Influence,Counselor Role,School Business Relationship,Labor Supply,Supply and Demand

This paper examines the role of influencers in Canadian high school student decisions to pursue Information and Communications Technology (ICT) careers and education. With growing rates of retirements of ICT workers expected over the next 10-15 years, industry representatives are concerned that the shortfall in replacement workers will have a significant detrimental impact on business. Various authors and panels have cited the need to attract more high school students to enroll in ICT post secondary programs. However, what is not clear is how or why students make decisions to pursue ICT in university and as a career. This paper examines the various influencers that affect students' decisions to choose an ICT education and career. As part of an ongoing program this paper presents the results of three surveys--with responses from 111 Canadian guidance counsellors, 141 ICT university students and 1335 first year business and IT management students. The survey findings suggest that parents are the strongest influencers and guidance counsellors are the weakest influencers. To achieve any significant improvement in the numbers of students choosing ICT careers, it is recommended that ICT industry representatives must speak directly with students and their parents. The survey results do suggest that students are attracted by the relatively high income potential of ICT careers and the entry to a business environment that ICT skills provide. Further, guidance counsellors see math and science subjects as much more important for success in an ICT career than do students.
Integrating Soft Skill Competencies through Project-Based Learning across the Information Systems Curriculum
Author: Woodward, Belle S.
Date: 2010-03-02
Type: Journal Articles
Subjects: Information Systems,Information Science Education,Skill Development,Interpersonal Communication,Teamwork,Time Management,Teaching Methods,Student Projects,Active Learning,Student Surveys,Student Attitudes,Statistical Analysis,Undergraduate Students

Contemporary Information Systems graduates will be more marketable in the workplace upon graduation if they have combined competencies in both technical and soft skills: interpersonal communication, teamwork, time management, planning and organizational skills. Team and project-based learning can be used to incorporate soft skill competencies with technical skills. The authors have created instructional modules that take these factors into account. Using these strategies while at the same time applying soft skills into practice, students gain a deeper understanding and appreciation of the importance of such skills.
Building an Integrated Student Information System in a K-12 School System
Author: Steenkamp, Annette Lerine
Date: 2010-06-09
Type: Journal Articles
Subjects: Integrated Learning Systems,Technology Integration,Elementary Secondary Education,Information Systems,Client Server Architecture,Educational Needs,Models,Information Storage,Charter Schools,Web 2.0 Technologies,Computer System Design

The task of managing an IT system in a school environment poses unique challenges. For example, one of the greatest challenges facing individual schools is the lack of integration between various information systems. The present situation in many schools is that there are many disconnected systems managing many different tasks. Systems with differing levels of functionality run independently of one another, causing multiple problems for the school's overall IT system. Many difficulties arise from inconsistently registered data, duplicate manual data entry, the extra time needed to manage multiple user accounts for one user, and non-productive time spent on technical support. In addition to these problems, the task of maintaining each individual system is time consuming. The challenges described above have prompted this research study. This study required an examination of the system architecture of several typical K-12 School systems, and a comprehensive understanding of the business and instructional needs of K-12 education.
Integrating Enterprise Systems Concepts in the B-School--A Regional University Perspective
Author: Hunt, C. Steven
Date: 2010-04-15
Type: Journal Articles
Subjects: Undergraduate Study,Undergraduate Students,Business Administration Education,Business Schools,Information Systems,Knowledge Management,Computer Software,Integrated Curriculum,Program Implementation

A quick look at today's business job postings and advertisements solidify that our future business graduates will be less likely to compete successfully or interview for the new corporate job openings without business process integration skills. Our credibility, reputation and visibility as an institution of higher learning is at stake--given that the business student is not only our customer, but also our product. To survive in the new global economy, it is paramount that we re-engineer our curriculum and update business offerings to incorporate business process integration. The students will be the true beneficiaries--through internships and immediate job placements--if they are more knowledgeable in enterprise systems, i.e SAP and integrated business processes.
Analysis of an Anti-Phishing Lab Activity
Author: Werner, Laurie A.
Date: 2010-04-19
Type: Journal Articles
Subjects: Information Security,Crime,Prevention,Class Activities,Introductory Courses,Computer Science Education,Electronic Mail,Identification,Computer Assisted Testing,Intelligence Tests,Computer Literacy,Information Literacy,Hypothesis Testing,Nonmajors,Student Surveys,Pretests Posttests,College Students

Despite advances in spam detection software, anti-spam laws, and increasingly sophisticated users, the number of successful phishing scams continues to grow. In addition to monetary losses attributable to phishing, there is also a loss of confidence that stifles use of online services. Using in-class activities in an introductory computer course is one way of familiarizing students with phishing and teaching them how to recognize a phishing email in order to avoid becoming victims. This paper analyzes one activity based on an online phishing IQ test.
Developing Oral and Written Communication Skills in Undergraduate Computer Science and Information Systems Curriculum
Author: Kortsarts, Yana
Date: 2010-06-17
Type: Journal Articles
Subjects: Undergraduate Students,Skill Development,Oral Language,Communication Skills,Writing Skills,Computer Science Education,Information Systems,Speech Skills,Introductory Courses,Interdisciplinary Approach,English Teachers,Teacher Collaboration,Sequential Approach,Integrated Curriculum,Course Descriptions,Student Projects,Curriculum Design

Developing and applying oral and written communication skills in the undergraduate computer science and computer information systems curriculum--one of the ABET accreditation requirements - is a very challenging and, at the same time, a rewarding task that provides various opportunities to enrich the undergraduate computer science and computer information systems curriculum. We discuss a comprehensive three-step program developed at our institution that provides opportunities to efficiently develop oral and written communication skills. We present our successful experience of integrating a project component into a core introductory course designed to focus on developing these skills. We discuss and present the results of interdisciplinary collaborations between Computer Science and English faculty members to achieve the goals of the project. We also discuss a Senior Design Project course sequence and a Research Topics in Computer Science course, and the opportunities that these courses provide to develop oral and written communication skills.