ethanporcaro/eric-fulltext-meta huggingface dataset:
Raising the Bar: Challenging Students in a Capstone Project Course with an Android and Mobile Web Parallel Development Team Project
Author: Wong, Wilson
Date: 2017-11-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Information Systems,Teaching Methods,Student Projects,Curriculum,Computer Software,Computer Oriented Programs,Teamwork,Student Evaluation,Program Effectiveness,College Students

Information systems capstone projects aim to prepare students for what they will encounter in the industry after graduation. Corporate application development is often a complex endeavor that requires coordination between related products. For example, software development in the mobile application sector may require a coordinated parallel development of native cellphone applications and mobile web applications. The dual approach taken by these companies enable end users to access the application over a wide variety of devices and operating systems. Instructors usually must choose between a mobile web development environment and a native development environment such as Android or iPhone. In order to provide students with a learning experience that incorporates additional complexities of the real world, a challenging capstone course project is presented that requires a large team to implement the same application in both environments. This course was implemented in a single semester at Bentley University in the spring of 2015. Student teams created pub crawl applications based on stops within a local mass transit system that would run both on an Android phone and on a mobile website. Java, Eclipse and Google's Android SDK were used to create the Android component. JQuery, HTML5, PHP and JavaScript constituted the development environment used to create the mobile web component. The project management and coordination of the two development environments within a single team resulted in unexpected challenges. Factors leading to varying degrees of successful completion of the team capstone projects are presented along with lessons learned.
Investigating Student Resistance and Student Perceptions of Course Quality and Instructor Performance in a Flipped Information Systems Classroom
Author: Baker, Elizabeth White
Date: 2017-11-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Homework,Video Technology,Barriers,Teaching Methods,Conventional Instruction,Student Attitudes,Educational Quality,Teacher Effectiveness,Information Systems,Student Surveys,Resistance (Psychology),Undergraduate Students,Program Effectiveness,Blended Learning

The study focuses on the instructor as a stakeholder in implementing the flipped classroom learning approach and ways to lessen professor resistance to flipped classroom adoption. The barrier to professor adoption that concerns potentially lower student evaluations as a result of incorporating the new approach is of particular interest. The investigation shows how inverted classrooms (ICs), incorporating both traditional and e-learning pedagogical elements, impact student perceptions of course quality and instructor teaching effectiveness. Students in an Introduction to Information Systems course were given surveys after a traditional course presentation, once the instructor changed to an IC, and after the instructor had taught the course in an IC environment several times. The results show that there are positive impacts to student perceptions of both course quality and instructor teaching effectiveness when students are taught in an IC. Further investigations into additional factors to encourage the adoption of this pedagogical approach are also provided.
Understanding Business Analytics Success and Impact: A Qualitative Study
Author: Parks, Rachida F.
Date: 2017-11-00
Type: Journal Articles
Subjects: Business,Qualitative Research,Semi Structured Interviews,Data,Decision Making,Grounded Theory,Success

Business analytics is believed to be a huge boon for organizations since it helps offer timely insights over the competition, helps optimize business processes, and helps generate growth and innovation opportunities. As organizations embark on their business analytics initiatives, many strategic questions, such as how to operationalize business analytics in order to drive the most value, arise. Recent Information Systems (IS) literature have focused on explaining the role of business analytics and the need for business analytics. However, very little attention has been paid to understanding the theoretical and practical success factors related to the operationalization of business analytics. The primary objective of this study is to fill that gap in the IS literature by empirically examining business analytics success factors and exploring the impact of business analytics on organizations. Through a qualitative study, we gained deep insights into the success factors and consequences of business analytics. Our research informs and helps shape possible theoretical and practical implementations of business analytics.
Emergence of Data Analytics in the Information Systems Curriculum
Author: Jafar, Musa J.
Date: 2017-09-00
Type: Journal Articles
Subjects: Data Analysis,Information Systems,Computer Science Education,College Curriculum,Graduate Study,Competition,Social Media,Masters Programs

As a phenomenon of interest, impact, and import, there is little doubt that the pervasive expansion of data is upon us as Information Systems educators. Concerns and topics such as Data Science, Data Analytics, Machine Learning, Business Analytics, and Business Intelligence are now ubiquitous and often situated as being the &quot;next big thing.&quot; Educators and practitioners who identify and resonate with information systems, as a discipline, are watching these developments with interest. With data being both input and output to so many concerns that intersect with the information systems discipline, several themes emerge when considering what curriculum and pedagogy are appropriate. The role, position, location, and shape of data science topics are considered. Curricular approaches are also discussed with an eye to breadth and depth. Fundamental and existential questions are raised concerning the nature of data science and what role the Information Systems discipline can play. We also discuss evidence from cases. Case one involves a student business analytics competition and case two investigates how information systems knowledge areas can appropriate data science as an integral component of many competencies that exist solidly within the canon of Information Systems (IS) topics.
Increasing Student/Corporate Engagement
Author: Janicki, Thomas N.
Date: 2017-00-00
Type: Journal Articles
Subjects: School Business Relationship,College Students,Corporations,Planning,Career Awareness,Information Systems,Information Technology,Majors (Students),School Community Programs,Job Placement,Student Interests,Student Recruitment,Learner Engagement

Increasing dialog and interaction between the corporate community and students is a key strategic goal of many universities. This paper describes an event that has been specifically designed to increase student and corporate engagement. It describes the process of planning and executing a targeted career day for information systems and information technology majors. The results have been an increase in full time placements and internships for both undergraduate and graduate students. Additionally, the reputation of the program quality among employers has increased as well. Internally, career day has assisted in recruiting new majors to both programs.
Guiding Preservice Teachers to Adapt Mathematics Word Problems through Interactions with ELLs
Author: Kurz, Terri L.
Date: 2017-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Instruction,Word Problems (Mathematics),Qualitative Research,English (Second Language),Second Language Learning,Interaction,Preservice Teacher Education,Elementary School Teachers

In this article, the authors present a framework for guiding elementary preservice teachers in adapting mathematics word problems to better meet English language learners' (ELLs) needs. They analyze preservice teachers' ELL adaptations implemented in a one-on-one setting. Through qualitative methods, four themes regarding implemented adaptations are identified: language adaptations, mathematical adaptations, tool/visual adaptations, and structural adaptations. The authors conclude that the framework was successful in helping preservice teachers learn about adapting curriculum by interacting with ELLs. Implications for teacher education are discussed.
Cultural Competencies and Planning for Teaching Mathematics: Preservice Teachers Responding to Expectations, Opportunities, and Resources
Author: Wilson, Susanna
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Preservice Teachers,Ethnic Groups,Pacific Islanders,Expectation,Teacher Educators,Teacher Education Programs,Preservice Teacher Education,Teaching Methods,Foreign Countries,Culturally Relevant Education,Elementary School Teachers,Elementary School Mathematics,Workbooks

In this article, the authors report on a small-scale study set in a context of a firstyear mathematics education course for preservice primary teachers. Professional documentation from three different sources were analysed in relation to the national document &quot;Tataiako: Cultural Competencies for Teachers of Maori Learners,&quot; which was used as a key course resource in a year-one mathematics education course for preservice teachers. The authors found evidence that the preservice teachers used the resource to identify important learning and teaching practices, and as a source of language and examples. A further tentative finding was how relational aspects of teaching mathematics were adopted as indicators of culturally connected practice.
The Effects of Teacher Collective Responsibility on the Mathematics Achievement of Students Who Repeat Algebra
Author: Morales-Chicas, Jessica
Date: 2017-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Achievement,Algebra,Grade 8,Longitudinal Studies,Mathematics Teachers,Grade 9,Student Surveys,Repetition,Course Selection (Students),Enrollment,Grade 11,Grade 12,High School Students,Teacher Responsibility,National Surveys

In this article, the authors use the national High School Longitudinal Study of 2009 (HSLS:09) dataset to explore (a) if repeating algebra in the eighth grade was associated with overall mathematics grades and course-taking patterns by twelfth grade, (b) if repeating algebra in the eighth grade was associated with students' final grade in algebra, (c) if the level of teacher collective responsibility of mathematics teachers in school predicted students' who repeated algebra final grade in algebra, and (d) if this association differed by students' gender. The authors' analysis suggests that repeating algebra may bolster mathematics success for certain students; however, in schools with low perceptions of collective responsibility among teachers, final grades in algebra were lower for male students repeating algebra. Implications for achievement and long-term course-taking patterns when students repeat algebra are discussed.
Toward an Ethical Attitude in Mathematics Education Research Writing
Author: Andersson, Annica
Date: 2017-07-00
Type: Journal Articles
Subjects: Writing Processes,Mathematics Education,Ethics,Collaborative Writing,Mathematics Teachers,Researchers,Research Projects,Foreign Countries

In this article, the authors propose a set of multi-level questions as a guide for developing an ethical attitude in researcher--participant and researcher--researcher relations during the research writing process. Drawing on the sociopolitical turn in mathematics education, the authors view these relations in terms of power and positionings, in the dialectic between the micro-level of research writing and the wider, macro-level context of mathematics education. The authors illustrate the use of the proposed questions through a back-and-forth dialogue. The dialogue draws on experiences from a writing collaboration in which the authors--&quot;the researchers&quot;--wrote up for publication research conducted in their respective contexts of the Political North and Political South. Both research projects focused on how mathematics students--&quot;the participants&quot;--narrate and hence position themselves and are narrated and positioned by mathematics education and sociopolitical discourses in research publications.
An Evaluation of the Impact of &quot;Learning Design&quot; on the Distance Learning and Teaching Experience
Author: Clifton, Grace
Date: 2017-08-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Educational Technology,Technology Uses in Education,Teacher Surveys,Student Surveys,Questionnaires,College Faculty,College Students,Open Universities,Instructional Design,Workshops,Curriculum Development,Active Learning,Technological Literacy

This paper evaluates the implementation of Learning Design on the production of a core FHEQ level 6 (QAA, 2008) unit of study at a UK distance learning institution. By comparing student (n = 656) and tutor (n = 42) survey data with questionnaire responses (n = 9) from the unit of study's core production team, this paper assesses the impact of incorporating the Open University Learning Design Initiative (OULDI) methodology into curriculum production by looking specifically at barriers and facilitators in the application of Learning Design and its impact on module development, delivery, and the resulting student and tutor learning experience. With a focus on developing and embedding Learning Design into the curriculum planning and production process, the paper explores how lessons learned from this experience have helped to guide and inform the future implementation of Learning Design into module and qualification level frameworks.
Integrating Concept Mapping into Information Systems Education for Meaningful Learning and Assessment
Author: Wei, Wei
Date: 2017-11-00
Type: Journal Articles
Subjects: Concept Mapping,Information Systems,Computer Science Education,Assignments,Instructional Design,Automation,Outcomes of Education,Teaching Methods,College Students,Scoring

Concept map (CM) is a theoretically sound yet easy to learn tool and can be effectively used to represent knowledge. Even though many disciplines have adopted CM as a teaching and learning tool to improve learning effectiveness, its application in IS curriculum is sparse. Meaningful learning happens when one iteratively integrates new concepts and propositions into her existing cognitive structure. It is the process of how one acquires deep and applicative knowledge in certain domains such as Information Systems (IS). As important as meaningful learning is in IS education, there is a scarcity of method to assess it effectively. This study reports a series of experiments of adopting CM as a tool to enhance and evaluate students' learning, especially meaningful learning in IS education. Based on theoretical foundation of CMs and prior related empirical work, we designed a series of assignments that require students to complete CMs in three participating courses. We also designed and implemented a tool to help analyzing the CMs with certain level of automation. The completed CMs are collected and analyzed to answer our research questions. We believe the results demonstrate the utility of CMs in IS education as an effective tool to understand and assess students' meaningful learning. Our work also experimented with various methods to use CMs and the findings provide valuable insights as to how CM-based teaching and learning tools can be integrated into IS curricula seamlessly.
Khan Academy Videos in Chinese: A Case Study in OER Revision
Author: Rao, Allen
Date: 2017-08-00
Type: Journal Articles
Subjects: Shared Resources and Services,Educational Technology,Technology Uses in Education,Online Courses,Video Technology,Chinese,Translation,Case Studies

Over the past decade, great progress has been made in improving the quality and availability of Open Educational Resources (OER). OER proponents often discuss the ability for users to revise and remix OER to make them more suitable for local contexts; however, much OER goes unmodified. This note from the field examines the efforts of NetEase Online Open Courses, a Chinese organization, to take more than two thousand Khan Academy videos and translate them into Chinese. We provide background on this initiative and also analyze site metrics to determine what type of use these derivative OER have received.
Massive, Open, Online, and National? A Study of How National Governments and Institutions Shape the Development of MOOCs
Author: Tømte, Cathrine E.
Date: 2017-08-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Large Group Instruction,Federal Government,Government Role,Course Organization,Electronic Learning,Expertise,Federal Aid

We explore interpretations of MOOCs around the globe and, in particular, interpretations of MOOCs in Norway. Based on a review of previous studies relevant to these topics, we present two contrasting views on the emergence and development of MOOCs, namely the global interruption view and the national mediation view. We suggest, based on previous studies that MOOCs seem to follow national paths more than global paths. In order to grasp the diversity of understandings of MOOCs, we developed a framework that embraces various aspects of motivation, context, and structure regarding MOOCs. With these two polarised views of MOOC development (the global interruption view and the national mediation view), and the framework serving as an analytical approach, we looked at Norway and analyzed the understandings of the development of MOOCs within this particular national context. The national government seems to have been important in the development of the present MOOCs in Norway, both by organizing a particular group of experts in a dedicated commission to consider the future of MOOC in Norway, and by initiating and giving financial support to the development of MOOCs.
Student and Faculty Perceptions of OpenStax in High Enrollment Courses
Author: Watson, C. Edward
Date: 2017-08-00
Type: Journal Articles
Subjects: College Faculty,Student Attitudes,Teacher Attitudes,Shared Resources and Services,Open Source Technology,Textbooks,Large Group Instruction,Mixed Methods Research,College Science,Biology,Electronic Publishing,Curriculum Design,Integrated Learning Systems,Instructional Improvement,Educational Benefits,Higher Education,Access to Information,Student Costs,Undergraduate Students

As public funding for higher education decreases and the cost to students to attend college increases, universities are searching for strategies that save students money while also increasing their chances for success. Using free online textbooks is one such strategy, and the OpenStax College initiative at Rice University is one of the most widely recognized producers of such materials. Through a mixed method approach, this article examines the student and faculty experiences of adopting and using an OpenStax textbook. With 1,299 student participants, it was found that students greatly value the quality, attributes, and the cost of the OpenStax Biology textbook, though minor concerns were raised about its online format. Faculty adoption of a free textbook provides unique opportunities for course redesign and improvement, and the approach employed in this course transformation context resulted in clearly articulated learning outcomes, a fully realized structure in the course's learning management system, and improvements to instructional practice. The student, faculty, and course benefits of this study offer a compelling argument for the adoption of high quality open education resources (OER) in public higher education contexts.
Identifying the Real Technology Skills Gap: A Qualitative Look across Disciplines
Author: Schirf, Evan
Date: 2017-11-00
Type: Journal Articles
Subjects: Intellectual Disciplines,Information Technology,Interviews,Administrators,Communication Skills,Problem Solving,Interpersonal Competence,Motivation,Positive Attitudes,Information Security,Curriculum,Surveys,Job Skills,Business,Industry

Every year several survey inventories are performed throughout the IT industry by trade magazines and research groups that attempt to gauge the current state of the industry as it relates to trends. Many of these highlight a technology skills gap between job expectations and potential employees. While many job openings exist and educational programs are adjusting to produce more candidates for these jobs, many employers express dissatisfaction with the talent pool. Many of these surveys do not take into account wide differences in the spectrum of industries that employ technology workers. This study interviewed four &quot;C&quot; level executives from four different industries to discover more specifically which skills they have identified as being most valuable for potential employees. The results show that the &quot;skills&quot; gap is not just technical. The soft skills of communication, problem solving, and interpersonal skills as well as motivation and positive attitude may be more in demand than specific hard skills of programming languages or other CS/IT specific training. This may be even more pronounced in the multifaceted area of Cybersecurity.
Investigating Students&apos; Perceptions of Motivating Factors of Online Class Discussions
Author: Lee, Joohi
Date: 2017-08-00
Type: Journal Articles
Subjects: Teacher Education Programs,Student Attitudes,Science Teachers,Mathematics Teachers,Graduate Students,Student Motivation,Computer Mediated Communication,Group Discussion,Grades (Scholastic),Student Participation,Teacher Role,Preferences,Online Courses,Educational Technology,Technology Uses in Education,Inquiry,Communities of Practice,Interpersonal Relationship,Questionnaires,Student Surveys,Likert Scales,Questioning Techniques,Factor Analysis

One of the goals of teacher education is to prepare our citizens to communicate in a variety of ways. In our present society, communication using digital media has become essential. Although online discussions are a common component of many online courses, engaging students in online discussions has been a challenge. This study queried 86 educators in a math/science teacher education graduate program to examine their perceptions on the factors that motivate them to participate in online discussions. The results revealed a pragmatic outlook on online education. In terms of intrinsic versus extrinsic motivation, the participants' main motivation to participate in online class discussions was extrinsic (85.88%), specifically so that they could earn an acceptable participation grade. With regards to discussion grouping formats, they preferred small group discussions (81%) which could facilitate their ability to develop rapport with a small group of fellow classmates over whole class discussion (38.83%). With respect to discussion facilitation, they focused on the practical need to have the instructor to answer their questions about course assignments (67.06%) over online open discussion without a given topic (35.72%). Next, when asked about discussion question types based on Bloom's taxonomy, their strongest preference reflected a desire for application (89.54%) questions which would facilitate their ability to use theories discussed in class in their daily work as educators. Through collaboration with twenty-first-century learners, online education can use data-driven decision making to help transform online discussion from being the least desirable component of online courses to a more relevant, instructional medium.