ethanporcaro/eric-fulltext-meta huggingface dataset:
Business Analytics in Practice and in Education: A Competency-Based Perspective
Author: Mamonov, Stanislav
Date: 2015-01-00
Type: Journal Articles
Subjects: Business,Data Collection,Competence,Competency Based Education,Curriculum Design,Industry,Graduate Study,Program Content,Information Systems

Business analytics is a fast-growing area in practice. The rapid growth of business analytics in practice in the recent years is mirrored by a corresponding fast evolution of new educational programs. While more than 130 graduate and undergraduate degree programs in business analytics have been launched in the past 5 years, no commonly accepted model of business analytics curriculum yet exists. Drawing on competency-based curriculum design literature, we take the first steps towards initiating a debate on the model curriculum in business analytics. We analyze a sample of business analytics job announcements from different industries and identify a preliminary set of business analytical competencies sought in practice. Further, we examine six existing graduate programs in business analytics, which reveal divergent approaches to business analytics curricula. These institutions were selected since they offered a graduate degree program in business analytics for at least two years. Our findings indicate that there are significant variations in the program structure in terms of program length (10 to 18 months) and flexibility (electives comprise 0 to 37% of the course work). We also found that the programs vary greatly in the coverage of both traditional analytics and the new emergent technologies and analytical methods. We conclude with a commentary on the emergent trends in business analytics in practice and the opportunities presented by these trends for the academia.
A Case Study on the Investigation of Reasoning Skills in Geometry
Author: Guhan, Berna Canturk
Date: 2014-00-00
Type: Journal Articles
Subjects: Case Studies,Geometry,Mathematics Instruction,Thinking Skills,Investigations,Elementary School Students,Grade 8,Problem Solving,Qualitative Research,Research Methodology,Mathematics Teachers,Elementary School Mathematics,Achievement Tests,Elementary Secondary Education,International Assessment,Mathematics Tests,Science Tests,Mathematics Achievement,Foreign Countries,Science Achievement

The aim of this study is to evaluate the reasoning skills in geometry-related subjects of six 8th Grade students. The study data were obtained at the end of the 2011-2012 spring period in a public elementary school. The study uses a case study with qualitative research techniques to investigate how students use reasoning skills. In this study, six geometry problems were used to collect the study data. The students were asked to think aloud when solving the problems so as to be better able to explain their thoughts. From the data obtained, it was identified that the processes involved when demonstrating reasoning skills showed a number of differences.
&quot;Masihambisane,&quot; Lessons Learnt Using Participatory Indigenous Knowledge Research Approaches in a School-Based Collaborative Project of the Eastern Cape
Author: Meyiwa, Thenjiwe
Date: 2013-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Participatory Research,Partnerships in Education,Rural Schools,Teacher Participation,Action Research,Reflection,Curriculum Enrichment,Enrichment Activities,Place Based Education,Educational Practices,Educational Strategies,Teaching Methods,Foreign Countries,Qualitative Research

&quot;Masihambisane&quot; is an Nguni word, loosely meaning &quot;let us walk the path together.&quot; The symbolic act of walking together is conceptually at the heart of a funded research project conducted in rural schools of Cofimvaba in the Eastern Cape. The project focuses on promoting the direct participation of teachers in planning, researching, and developing learning and teaching materials (LTSMs), with a view to aligning these materials with indigenous and local knowledge. In this paper we make explicit our learning, and the manner in which we carried out the collaborated research activities, using the &quot;Reflect&quot; process.
The Effect of Aural and Visual Storytelling on Vocabulary Retention of Iranian EFL Learners
Author: Amin Afshar, Maryam
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Story Telling,Vocabulary Development,Retention (Psychology),Aural Learning,Language Acquisition,Visual Learning,Statistical Analysis,Experimental Groups,Control Groups,Pretests Posttests,Females,High School Students

EFL learners at all ages and proficiency levels are usually confronted with various problems in vocabulary learning and retention. This study sought to introduce strategies for improvement of vocabulary learning and retention. Therefore, the effects of using aural/visual storytelling on Iranian EFL learners' vocabulary learning and retention were investigated. To do so, 50 intermediate female EFL learners were randomly assigned to two groups. After the administration of teacher made English Vocabulary Test as the pre-test, aural storytelling method was used for the control group, and visual storytelling method was used for the experimental group. After three months of instruction, the aforementioned teacher made English Vocabulary Test, as the post-test, was given to the students of both groups to assess their improvements. Two weeks after post-test, they were given a delayed post-test to measure their retention of English vocabulary knowledge. The reliability of the English Vocabulary Test using Cronbach's Alpha was estimated equal to 0.80. Finally, Using ANCOVA, the results revealed that, the experimental group's participants outperformed those of control group in both learning and retention of English vocabulary. So, it can be noted that the training program according to visual could have impressive impact on the learning and retention of vocabulary knowledge.
Teaching Non-Beginner Programmers with App Inventor: Survey Results and Implications
Author: Soares, Andrey
Date: 2015-09-00
Type: Journal Articles
Subjects: Computer Science Education,Computer Oriented Programs,Programming,Advanced Courses,Advanced Students,Student Attitudes,Student Surveys,Likert Scales,Prior Learning,Prerequisites,Novices,Secondary Education,Higher Education

This paper reports the results of a survey with 40 students enrolled in an Android Application Development course offered during the spring semester of 2013 and 2014. The course used App Inventor to build the apps and required students to have an introduction to programming course as a prerequisite. The survey asked for demographic information and students' opinions about prerequisites, App Inventor, previous programming skills, new concepts learned, teamwork, and more. The positive responses support the practice of using App Inventor to teach not only beginner programmers, but also more experienced programmers. The paper also shows that App Inventor can be used to support the teaching of more advanced computing concepts. [Note: The issue month (October) shown on this PDF is incorrect. The correct publication month is September 2015.]
Enhancing the Classroom Experience: Instructor Use of Tablets
Author: Cummings, Jeff
Date: 2015-09-00
Type: Journal Articles
Subjects: Handheld Devices,Technology Uses in Education,Instructional Effectiveness,Outcomes of Education,Computer Software Evaluation,Computer Peripherals,Computer Oriented Programs,Teaching Methods,Lecture Method,Spreadsheets,Grading,Notetaking,Benchmarking,Blended Learning,Visual Aids,Student Attitudes,Student Surveys,Likert Scales,Instructional Innovation

Instructors continually search for innovative approaches to interact with and engage students in the classroom. The tablet offers a potential innovation for this purpose. Tablet devices from Apple, Microsoft, and other hardware vendors have overcome many of the challenges of the past (e.g. cost and limited applications) to become useful tools for instructors. Our paper examines instructor use of tablet devices by evaluating current tablet hardware and software solutions. A number of teaching tasks are evaluated to understand how they can be enhanced with tablets. These teaching tasks are utilized in a numbers of classes followed by an examination of student perceptions of tablet technologies in the classroom. Our results suggest that tablets are an effective tool with students rating instructor effectiveness as high compared to traditional classroom approaches. Based on results from student feedback, we recommend continued tablet use in the classroom.
Evaluating the Effectiveness of Self-Created Student Screencasts as a Tool to Increase Student Learning Outcomes in a Hands-On Computer Programming Course
Author: Powell, Loreen M.
Date: 2015-09-00
Type: Journal Articles
Subjects: Computer Science Education,Programming,Experiential Learning,Visual Aids,Instructional Materials,Instructional Effectiveness,Outcomes of Education,Undergraduate Students,Business Administration Education,Comparative Analysis,Student Developed Materials,Class Activities,Student Evaluation,Scores,Statistical Analysis

Computer programming is challenging to teach and difficult for students to learn. Instructors have searched for ways to improve student learning in programming courses. In an attempt to foster hands-on learning and to increase student learning outcomes in a programming course, the authors conducted an exploratory study to examine student created screencasts and their impact on students' performance regarding specific learning outcomes in a hands-on programming course. This study was conducted over four semesters when an instructor taught two sections of the course per semester; one section generated self created student screencasts in-class and the other section did not. The subjects were undergraduate business students enrolled in an upper level applications/programming course at a university in Pennsylvania State System of Higher Education system. The experimental method was used to compare the differences in graded classroom activities, theory assessments, lab assessments, and final exam scores between the classes. Results showed that students who created screencasts while following along with the instructors step by step programming instructions as well as created screencast while independently working significantly (p&lt;0.05) performed more successful on theory assessments, lab assessments, and the final exam scores verses those students that did not.
How Students Use Technology to Cheat and What Faculty Can Do about It
Author: Bain, Lisa Z.
Date: 2015-09-00
Type: Journal Articles
Subjects: Cheating,Student Behavior,Ethics,Teaching Methods,Prevention,Plagiarism,Integrity,Technology Uses in Education,Educational Technology,Teacher Responsibility

Technology, like most things in life, can provide many benefits to society and improve both the business and academic environments. Technology can also be used in ways that circumvent the educational process and create situations where it is not being used in the appropriate way. College students that use technology to gain access to unauthorized information is a form of academic dishonesty referred to as e-cheating. This can happen both inside and outside of the classroom and takes on many forms. The Internet, in particular, fuels this behavior making it easier, faster, and more convenient then in the past. In addition, electronic devices like smartphones, tablets, and laptops are commonly used across all institutions and will continue to be used for the foreseeable future. Fortunately, faculty can use traditional pedagogical methods for educating, preventing, and reporting academic dishonesty. This paper discusses the common ways technology is being used by students for e-cheating and the actions faculty can take to hopefully reduce academic dishonesty in their courses.
Teaching Business Intelligence through Case Studies
Author: Pomykalski, James J.
Date: 2015-09-00
Type: Journal Articles
Subjects: Computer Software,Case Studies,Information Systems,Business Administration Education,Majors (Students),Administrator Role,Data Collection,College Students,Teaching Methods

In teaching business students about the application and implementation of technology, especially involving business intelligence, it is important to discover that project success in enterprise systems development efforts often depend on the non-technological problems or issues. The focus of this paper will be on the use of multiple case studies in an information systems strategy course, taught to business majors, which highlight the importance of non-technological factors. Each of the cases reinforces the need for senior management support, effective change management procedures, focus on data acquisition and quality, attention to key business process, and the integration into the existing organizational infrastructure as key drivers in project success. This approach utilizes the work system framework as a basis for case study analysis.
Using a Balance Scorecard Approach to Evaluate the Value of Service Learning Projects in Online Courses
Author: Schwieger, Dana
Date: 2015-09-00
Type: Journal Articles
Subjects: Service Learning,Instructional Effectiveness,Online Courses,Student Projects,Models,Outcomes of Education,Management Information Systems,Experiential Learning,College Students,Student Evaluation

Service learning projects serve as a valuable tool for applying course concepts in a way to benefit both the students and community. However, they often require a significant amount of additional effort beyond that required of assigning conventional homework problems. When the projects take place in an online course setting, the level of complexity subsequently increases. Valuing the overall contribution of such projects, in light of their additional instructor and course costs, can be difficult. Such valuations are further complicated with the measures being subjective. In 1992, Drs. Robert Kaplan and David Norton published an article in Harvard Business Review detailing a model for measuring the effect of multiple perspectives, both financial and subjective, on business performance (Kaplan &amp; Norton, 1992). The Balanced Scorecard approach provides both an internal (process based) and external (outcomes based) standpoint to evaluating an organization utilizing four perspectives: (1) Learning and Growth, (2) Business Process, (3) Customer and (4) Financial (Kaplan &amp; Norton, 1996). With its thorough approach to evaluating objective and subjective measures of business performance, the model serves as a potential framework for use in the educational setting. In this article, the author developed and applied a modified version of Kaplan and Norton's Balanced Scorecard model to evaluate the value generated by a service learning project in an online course.
Why Phishing Works: Project for an Information Security Capstone Course
Author: Pollacia, Lissa
Date: 2015-09-00
Type: Journal Articles
Subjects: Information Security,College Seniors,Research Projects,Student Research,Research Methodology,Research Papers (Students),Research Skills,Writing Skills,Skill Development,Statistical Analysis,Hypothesis Testing,Library Research,Web Sites,Electronic Mail,Surveys,Test Construction,Student Developed Materials

This paper presents a project which was conducted in a capstone course in Information Security. The project focused on conducting research concerning the various aspects of phishing, such as why phishing works and who is more likely to be deceived by phishing. Students were guided through the process of conducting research: finding background and related work on the topic, determining the hypothesis, development of the survey system, data collection, analysis of the results, and writing of the academic paper. This project was very successful in that students gained in-depth knowledge about phishing, developed an understanding of research and academic writing, and learned to statistically analyze data to support or refute their hypothesis. Educators who are teaching a capstone course in Information Security may be interested in this project because it is an appropriate level for undergraduate seniors, it can be accomplished in one semester, and the participants can be other students at the institution.
Active Facilitation of Focus Groups: Exploring the Implementation of Inclusive Education with Research Participants
Author: Romm, Norma R. A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Focus Groups,Inclusion,Teacher Attitudes,Feedback (Response),Teacher Responsibility,Teaching Experience,Questionnaires,Program Effectiveness,Interviews

In this article, we explain how we took an &quot;active&quot; approach to focus group discussions with teachers in three South African schools. The topic of discussion was their views on the implementation of inclusive education. We shall also show how we sought feedback from the participants on their experiences of these discussions. In seeking this feedback, we were interested in seeing if they interpreted the sessions as being learning experiences--that is, as sessions that enabled the participants to learn from each other as well as from facilitators with a view to promoting mutual learning. We indicate how the participants chose to use the feedback opportunity to suggest that further processes should be put in place (by us) in the light of their expressed concerns. Finally, we outline how we took responsibility by creating a further forum for discussion with those who were regarded as having additional &quot;actioning&quot; power.
Establishing the Basis for a CIS (Computer Information Systems) Undergraduate Program: On Seeking the Body of Knowledge
Author: Longenecker, Herbert E., Jr.
Date: 2015-09-00
Type: Journal Articles
Subjects: Computer Science Education,Information Systems,Undergraduate Study,College Programs,College Curriculum,Educational History,Accreditation (Institutions),Surveys

The evolution of computing education spans a spectrum from &quot;computer science&quot; (&quot;CS&quot;) grounded in the theory of computing, to &quot;information systems&quot; (&quot;IS&quot;), grounded in the organizational application of data processing. This paper reports on a project focusing on a particular slice of that spectrum commonly labeled as &quot;computer information systems&quot; (&quot;CIS&quot;) and reflected in undergraduate academic programs designed to prepare graduates for professions as software developers building systems in government, commercial and not-for-profit enterprises. These programs with varying titles number in the hundreds. This project is an effort to determine if a common knowledge footprint characterizes CIS. If so, an eventual goal would be to describe the proportions of those essential knowledge components and propose guidelines specifically for effective undergraduate CIS curricula. Professional computing societies (ACM, IEEE, AITP (formerly DPMA), etc.) over the past fifty years have sponsored curriculum guidelines for various slices of education that in aggregate offer a compendium of knowledge areas in computing. This paper describes a project to determine the subset of that compendium pertinent to CIS. The project began by surveying experienced academic curriculum designers self-identified with the CIS perspective. The pilot survey results reported herein indicate that many essential knowledge areas of CIS are shared with published IS curricular guidelines but, design and implementation of database systems, software development and project management are distinctive in CIS. The next project phase launches a revised survey suitable for a general audience of computing academics. The intention is to triangulate the perspectives of a widely varied population of computing academics to further crystalize the distinctiveness of CIS as a well-formed closely related discipline of IS with a core of necessary knowledge and skills--then to develop curricular guidelines for undergraduate CIS education.
Introducing Big Data Concepts in an Introductory Technology Course
Author: Frydenberg, Mark
Date: 2015-09-00
Type: Journal Articles
Subjects: Data Analysis,Introductory Courses,Information Systems,Information Technology,College Freshmen,General Education,Business Schools,Student Evaluation,Knowledge Level,Pretests Posttests,Experiential Learning,Visualization,Social Media,Databases,Student Surveys

From their presence on social media sites to in-house application data files, the amount of data that companies, governments, individuals, and sensors generate is overwhelming. The growth of Big Data in both consumer and enterprise activities has caused educators to consider options for including Big Data in the Information Systems curriculum. Introducing Big Data concepts and technologies in the classroom often is reserved for advanced students in database or programming courses. This paper explores approaches for integrating Big Data into the Information Systems curriculum, and presents a sample lesson for presenting basic Big Data concepts to first year students in a general education Information Technology course. As the need for IT professionals with Big Data skills will continue to increase, including these topics in a general education technology curriculum is especially pertinent.
How Can Schools Build Learning Organisations in Difficult Education Contexts?
Author: Moloi, Kholeka Constance
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Qualitative Research,Focus Groups,Semi Structured Interviews,Organizational Culture,Academic Achievement,Disadvantaged Schools,Knowledge Management,Secondary School Teachers,Elementary School Teachers

There is paucity in the study of learning organisations within the education sector and particularly in schools working in difficult socio-economic contexts, such as those studied in this investigation. In this qualitative study I therefore sought evidence from teachers, in one of the districts of Gauteng province, through in-depth, semi-structured focus group interviews to establish what a learning organisation is. Using data obtained through two in-depth, semistructured focus group interviews with 16 teachers, themes were constructed to theorise their experiences on what a learning organisation is. The results showed that teacher commitment to personal learning enhanced student achievement. This study contributes to the understanding of theories on learning organisations from the experiences of these teachers working in disadvantaged townships schools.