ethanporcaro/eric-fulltext-meta huggingface dataset:
Clone Yourself: Using Screencasts in the Classroom to Work with Students One-on-One
Author: Lang, Guido
Date: 2014-11-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Teaching Methods,Teacher Student Relationship,College Freshmen,Computer Science Education,Program Effectiveness,Conventional Instruction,Tutorial Programs,Computer Mediated Communication,Computer Software,Lecture Method,Student Surveys

Despite the fact that screencasts have been used in higher education for years, little is known about the effectiveness of using them inside the classroom--as part of a lecture. One of the main benefits of using screencasts in class is that it allows the professor to work with students one-on-one. This novel instructional method was implemented to teach the fundamentals of Microsoft Office and Google Sites as part of a required freshman undergraduate Computer Information Systems class. Effectiveness was evaluated at the end of the semester (N = 72). Results support the efficacy of screencasts over traditional lectures for step-by-step instruction. To maximize effectiveness, students should follow along with the screencasts during class time. Moreover, professors should consider interspersing screencasts with collaborative group work. Also, professors should ensure that the screencasts have an adequate level of difficulty for the students. Moreover, students should be encouraged to follow the screencast in real time, possibly by dividing the computer screen between the screencast and their workspace. Lastly, students should review screencasts after class to further increase learning outcomes. This paper discusses these and additional findings in detail and positions contributions in the context of prior research.
Reflections on Teaching App Inventor for Non-Beginner Programmers: Issues, Challenges and Opportunities
Author: Soares, Andrey
Date: 2014-07-00
Type: Journal Articles
Subjects: Teaching Methods,Programming,Computer Science Education,Information Systems,Information Technology,Nonmajors,Telecommunications,Handheld Devices,Computer Oriented Programs,Design,Educational Technology,Technology Uses in Education,Internet,Web Sites,Student Projects,Higher Education

App Inventor has been used successfully to teach introduction to programming course for CS/IS/IT and Non-CS majors. Now, researchers are looking on how to include the tool in the curriculum of more advanced computing courses. This paper presents some Issues, Challenges and Opportunities observed while teaching courses on Mobile Application Development with App Inventor. In particular, this paper discusses the following topics that instructors should take into consideration when designing their courses with App Inventor: Pre-Requisite for the course, Visual vs. Textual Programming, Planning and Designing Apps, the use of Web Services, students new to Event-driven programming, the use of database and SQL, Lists, designing User Interfaces, discussing Data communications, and the Use versus the Creation of objects. The paper shows that App Inventor has great potential to be used for teaching more advanced computing concepts. For some of the topics, students may be required to have more than just basic programming skills.
Educational Software for First Order Logic Semantics in Introductory Logic Courses
Author: Mauco, María Virginia
Date: 2014-11-00
Type: Journal Articles
Subjects: Computer Software,Computer Uses in Education,Logical Thinking,Introductory Courses,Computer Science Education,Semantics,Teaching Methods,Programming Languages,Undergraduate Study

Basic courses on logic are common in most computer science curricula. Students often have difficulties in handling formalisms and getting familiar with them. Educational software helps to motivate and improve the teaching-learning processes. Therefore, incorporating these kinds of tools becomes important, because they contribute to gaining practice in dealing with formalisms. In particular, semantic analysis of first order logic formulas is an issue that presents several difficulties. For this reason, we developed two educational tools, &quot;FOLST&quot; and &quot;LogicChess,&quot; to support the teaching/learning process in first order logic semantics. Both tools are didactic, visual, and interactive. They allow users to experiment with first order logic formulas to determine their truth value. They are implemented in C++, and they have been released under a free software license. In this paper, we present &quot;FOLST&quot; and &quot;LogicChess,&quot; and we propose to design a framework based on the development and use of these two didactic tools.
Tool Choice for E-Learning: Task-Technology Fit through Media Synchronicity
Author: Sun, Jun
Date: 2014-07-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Electronic Learning,Assignments,Hypothesis Testing,Alignment (Education),Models,Teaching Methods,Undergraduate Students,Gender Differences,Student Attitudes

One major challenge in online education is how to select appropriate e-learning tools for different learning tasks. Based on the premise of Task-Technology Fit Theory, this study suggests that the effectiveness of student learning in online courses depends on the alignment between two. Furthermore, it conceptualizes the formation of such a fit through the lens of Media Synchronicity Theory: each type of learning task in the online environment requires a certain level of media synchronicity, and various e-learning tools enable different levels of media synchronicity. Their alignment forms along two dimensions of media synchronicity: the purpose dimension ranging from conveyance to convergence and the process dimension ranging from asynchronous to synchronous. The conceptualization leads to research hypotheses that posit the aligned relationships between learning tasks and e-learning tools in terms of purpose and process. The hypotheses were tested with the observations collected from an experiment, and the conjoint analysis results support that students do perceive and prefer the fit between learning tasks and e-learning tools along the two dimensions. The findings yield helpful insights on the best practices concerning the utilization of information technology for the enhancement of student learning outcomes in online course design.
The Google Online Marketing Challenge: Real Clients, Real Money, Real Ads and Authentic Learning
Author: Miko, John S.
Date: 2014-11-00
Type: Journal Articles
Subjects: Marketing,Search Engines,Web Sites,Advertising,Class Activities,Experiential Learning,Competition,Small Businesses,Computer Science Education,College Students,Student Attitudes,College Instruction

Search marketing is the process of utilizing search engines to drive traffic to a Web site through both paid and unpaid efforts. One potential paid component of a search marketing strategy is the use of a pay-per-click (PPC) advertising campaign in which advertisers pay search engine hosts only when their advertisement is clicked. This paper describes a class exercise utilizing the Google Online Marketing Challenge (GOMC) to teach search marketing and PPC concepts. The GOMC is a global collegiate competition in which student teams utilize a $250 budget provided by Google to design, implement, and monitor a PPC campaign for an actual small business client. This paper argues that the GOMC is an effective exercise to teach search marketing and PPC terminology, skills, and techniques and demonstrates many of the characteristics present in authentic learning environments.
IT Educational Experience and Workforce Development for Information Systems and Technology Students
Author: Legier, John T., Jr.
Date: 2014-11-00
Type: Journal Articles
Subjects: Information Systems,Information Technology,Work Experience,Information Science Education,Undergraduate Students,Majors (Students),Program Content,Nontraditional Students,Student Attitudes,Student Surveys,Employment,Enrollment Trends,Student Characteristics,Marital Status,Family Size,Student Employment,Educational Experience

This study involves an analysis of a cohort of student's during their pursuit of a Bachelor of Science degree in Information Systems Technologies (IST) at a Midwestern university. Demographics and analysis of this cohort include basic demographic information, student home-life and personal responsibilities, employment and work experience, and their academic experience while attending a 4- year public institution. Fifty-three students in an IST program provided responses and perceptions to this survey. Over three quarters (&gt; 75%) of the respondents identified that they were working during their degree with a high percentage on non-traditional students identified in this study. Program content and preparation for employment in the Information Technology (IT) field/profession were assessed. Findings and conclusions of the perceptions of this cohort's responses to the survey are provided.
A Learning Theory Conceptual Foundation for Using Capture Technology in Teaching
Author: Berardi, Victor
Date: 2014-03-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Online Courses,Lecture Method,Access to Education,Video Technology,Constructivism (Learning),Scaffolding (Teaching Technique),Higher Education

Lecture capture technologies are increasingly being used by instructors, programs, and institutions to deliver online lectures and courses. This lecture capture movement is important as it increases access to education opportunities that were not possible before, it can improve efficiency, and it can increase student engagement. However, this is just the start for how capture technology can be used as it only considers an objectivist learning theory approach in deployment. As a result, it is essentially a modern version of &quot;sage on the stage&quot; where an expert projects information for consumption by students. Capture technologies, though, hold promise to go beyond this basic implementation as they can fit into the constructivist learning paradigm too, which requires students to take what they have learned and apply it to new concerns of importance to them. In addition, capture technology can be used to develop learning support resources, known as scaffolds, and be used to improve assignment integrity and assurance of learning. Ideas for how capture technology can be used to address these important learning concerns are presented and discussed.
The Document Explosion in the World of Big Data--Curriculum Considerations
Author: Liu, Michelle
Date: 2014-11-00
Type: Journal Articles
Subjects: Information Storage,Information Management,Information Systems,Records (Forms),Undergraduate Study,Data Collection,Electronic Publishing,Curriculum

Within the context of &quot;big data&quot;, there is an increasing focus on the source of the large volumes of data now stored electronically. The greatest portion of this data is unstructured and comes from a variety of sources in a variety of formats, much of which does not conform to a consistent data model. As business and government organizations become &quot;paperless&quot;, the system of &quot;record&quot; in these documents (including text messages, social media postings, tweets, and email messages) becomes more important. The job of &quot;records management&quot; is becoming more significant in the information systems discipline, as businesses and government agencies struggle to control and manage their electronic resources for regulatory, compliance, legal, and business analytics purposes. Records management has risen to be a separate discipline with its own certifications and job classifications. Many of the principles in the discipline were developed in the time of paper records but still apply in this electronic age, and are now considered part of the responsibilities of the information technology worker. As this is a potential large job market, it is time to consider whether electronic document management (in addition to database management) should be included in the college-level preparation of undergraduate students who will join the workplace in the time of &quot;big data&quot; and its exploitation. This paper looks at the field of electronic document (records) management and its insertion in the undergraduate information systems curriculum.
Flipping Introduction to MIS for a Connected World
Author: Law, Wai K.
Date: 2014-11-00
Type: Journal Articles
Subjects: Information Systems,Teaching Methods,Technology Uses in Education,Educational Technology,Video Technology,Electronic Publishing,Evaluation Methods,Curriculum Design,Blended Learning,Grading,Scoring Rubrics,Student Attitudes,Student Surveys,College Students

It has been increasingly challenging to provide an introductory coverage of the rapidly expanding fields in Information Systems (IS). The task has been further complicated by the popularity of web resources and cloud services. A new generation of technically savvy learners, while recognizing the significance of information systems, expects connectivity to current and meaningful information technology. Internet accessible information far outpaced those packaged in a typical textbook, triggering a fresh look into learning resources. Compliance to institutional and accreditation expectations for measured learning outcomes also requires careful revision of course design. This paper presents an approach to deliver a broad scope of Information Systems topics to introductory students with heterogeneous backgrounds and career interests, by &quot;flipping&quot; the overall design of the Introduction to MIS course. This approach has been refined over the last 5 years with promising results. Free tools and web-based sources support the low cost delivery of the course. Assessment tools have been developed to better monitor individual student learning outcome.
Working with Real Companies, Making a Real Impact: Student Perspectives on the Google Online Marketing Challenge
Author: Lang, Guido
Date: 2014-05-00
Type: Journal Articles
Subjects: Marketing,Internet,Information Systems,Experiential Learning,Qualitative Research,Statistical Analysis,Competition,Teamwork,Advertising,Nonprofit Organizations,Undergraduate Students,Teaching Methods,Student Surveys,Student Attitudes,Skill Development,College Faculty,Case Studies,Business Administration Education,Course Descriptions,Search Engines

The Google Online Marketing Challenge is a global student competition in which teams are given $250 to develop and run an online advertising campaign for a business or non-profit organization over a three-week period. Despite the fact that 50,000 students have competed in the Challenge since its inception in 2008, relatively little is known about the students' experience in the Challenge. To address this shortcoming, this paper provides an overview of how the Challenge was implemented in an undergraduate Computer Information Systems class and then answers the following research questions: What do students like about the Challenge? What do students learn in the Challenge? How can the students' experience in the Challenge be improved? This research addresses these questions using quantitative and qualitative responses to a student survey. Results suggest that students enjoy working on a real project, seeing cause and effect in action, and gaining marketable skills. The key learning outcome of the Challenge is being able to explain core concepts in online marketing (such as click-through rate, landing page experience, and return on investment). Students like having the choice between finding a client on their own or being assigned a client by the professor. Also, according to the students, a four-member team is the ideal size for the Challenge. Furthermore, students would like to work on additional case studies relating to online marketing. Lastly, students recommend pre-selecting clients based on their willingness to use Google Analytics, as this would significantly improve students' ability to optimize campaign performance.
The Influence of Typeface on Students' Perceptions of Online Instructors
Author: Louch, Michelle O'Brien
Date: 2014-05-00
Type: Journal Articles
Subjects: Advertising,Layout (Publications),Online Courses,Student Attitudes,Computer Mediated Communication,Teacher Student Relationship,Pilot Projects,Electronic Mail,Online Surveys,Student Surveys,Career Education,College Students

At its base, advertising is the process of using visual images and words to attract and convince consumers that a certain product has certain attributes. The same effect exists in electronic communication, strongly so in online courses where most if not all interaction between instructor and student is in writing. Arguably, if consumers make certain assumptions about a product based on the typeface used on a package, then online students are poised to do the same when they read emails from an online instructor. This pilot study looked at the specific medium of e-mail and how an email's recipient (student) might transfer his or her perceptions of attributes of three typefaces to attributes of the sender (instructor) of the email. One was a commonly used typeface, and the other two were selected for their dramatic differences from the common typeface. The findings revealed that the participants' opinions of the sender were highly influenced by the typeface used. In the arena of online education, attention should be given to typeface selection in instructors' emails to students.
Students' Ability in Science: Results from a Test Development Study
Author: Akkanat, Cigdem
Date: 2017-00-00
Type: Journal Articles
Subjects: Scientific Concepts,Academically Gifted,Middle School Students,Multiple Choice Tests,Science Tests,Performance Based Assessment,Scientific Principles,Knowledge Level,Test Construction,Test Validity,Test Reliability,Gender Differences,Scores,Instructional Program Divisions,Foreign Countries,Statistical Analysis

Student's ability to use and manipulate scientific concepts has been widely explored; however there is still a need to define the characteristics and nature of science ability. Also, the tests and performance scales that require minimal conceptual knowledge to measure this ability are relatively less common. The aim of this study was to develop an objective measure of science ability of gifted middle school students. In order to assess this ability, Science Ability Test Battery was developed by the researchers. The test battery was divided into two sub scales containing; a multiple choice questions achievement test (Science Ability Test) and a performance assessment (Science Performance Test). The initial Science Ability Test consisted of 23 multiple choice items with one correct answer that required students to use science process skills and reasoning. In the study, stratified sampling was used. The test was administered to 280 middle school students in Turkey and the missing data from 26 students were excluded. In order to obtain a proof of content validity, the researchers elicited feedback from five experts in the field of science education and gifted education and necessary corrections were made in accordance of their views and suggestions. This study will be followed by another research to further analyse validity and reliability of the test.
Relevance of Student Resources in a Flipped MIS Classroom
Author: Adkins, Joni K.
Date: 2014-03-00
Type: Journal Articles
Subjects: Blended Learning,Teaching Methods,Information Systems,Management Systems,Lecture Method,Audio Equipment,Test Preparation,Correlation,Textbooks,Learning Activities,Grades (Scholastic),Assignments,Active Learning,Cognitive Style,Undergraduate Students,Student Surveys,Management Development,Business Administration Education

Flipped classrooms are gaining popularity in various educational settings as proponents report several benefits. In order for flipped classrooms to be successful, students must take responsibility for certain assignments outside of class time. In this study, Management Information Systems students were to learn textbook material by reading the chapter or lecture notes and/or listening to the audio lecture in preparation for a quiz at the beginning of class. Class time was then used for learning activities. Positive relationships were found between reading the textbook, reading the lecture notes, and time spent preparing for the quiz and the dependent variable, quiz grade. Discussion of results, limitations, and suggestions for future research are also included.
Student Perception of Social Media as a Course Tool
Author: McCarthy, Richard V.
Date: 2014-03-00
Type: Journal Articles
Subjects: Student Attitudes,Social Media,Teaching Methods,Learning Processes,Academic Achievement,Models,College Students,Surveys,Business Administration Education,Usability,Electronic Publishing,Information Sources

If a technology provides features that are useful then it will have a positive impact on performance. Social media has morphed into one of the preferred methods of communication for many people; much has been written to proclaim its benefits including its usefulness as a tool to help students achieve success within the classroom. But is it perceived by students to be a tool to aid in their education or is it a distraction to the learning process? Task-technology fit theory defines a model that has been used to explain information systems utilization in many different contexts. Prior research describes the relationship between the task requirements of the user and the functionality provided by the technology with the resulting impact on performance. Resultant studies concluded that perceived usefulness and perceived ease of use have a significant impact on utilization. Additionally, task-technology fit identified several factors that impact the use of technology. We use the task-technology fit theoretical model to test the impact of social media as a learning tool for business students. Students from three universities were surveyed and the results present significant empirical evidence of utilization and the factors that impact social media use in the classroom. This research extends the existing body of task-technology fit research to include social media technologies. It also provides a theoretical construct to test the use of social media technologies.
The Effect of Using Mind Maps on the Development of Maths and Science Skills
Author: Polat, Ozgul
Date: 2017-00-00
Type: Journal Articles
Subjects: Preschool Children,Mathematics Skills,Science Process Skills,Experiments,Pretests Posttests,Control Groups,Experimental Groups,Hypothesis Testing,Child Development,Concept Mapping,Scores,Mixed Methods Research,Skill Development,Instructional Effectiveness,Outcomes of Education,Constructivism (Learning),Foreign Countries

The aim of this study is to examine the effect of mind mapping activities on the maths and science skills of children 48 to 60 months of age. The study was designed using an experimental model with a pre-test post-test and a control group. Accordingly, the hypotheses of the study was that there would be meaningful differences in the values obtained from the pre-test and post-test scores in favor of the children working with mind maps compared to the ones who did not work with mind maps. In the examination of the development of mind maps, it was observed that as the children engaged in preparing mind maps, they used skills requiring high-level mind organization. Mind maps, which can be used in all areas of life, are believed to be supportive of children's development areas and to be an important strategy for children to adopt and experience during the time of childhood.