ethanporcaro/eric-fulltext-meta huggingface dataset:
Analyzing the Levels of Depressive Symptoms among Secondary School Students in Canada and Turkey
Author: Karatas, Zeynep
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Depression (Psychology),Symptoms (Individual Disorders),Statistical Analysis,Gender Differences,Educational Attainment,Parent Background,Comparative Analysis

To examine the level of depressive symptoms of the secondary school students in Turkey and Canada has been aimed in this study. The research group of the study consists of 1050 secondary school students with the average age of 13. Their socio-economic levels are low in both countries, Canada and Turkey. Data has been analyzed by independent groups t-Test, Two Way ANOVA and Tukey HSD Test. The study revealed that the level of depressive symptoms of Turkish secondary school students has been found higher than the level of depressive symptoms of Canadian secondary school students. While the levels of depressive symptoms of the Canadian female students have been higher than male students, the level of depressive symptoms of Turkish students has not differentiated in terms of their genders. While the common interactions of the educational levels of Turkish students' parents on depressive symptoms have been found significant, the levels of depressive symptoms of Canadian pupils have not presented any changes according to parents' educational levels. The results of the study have been discussed and some suggestions have been presented.
Effect of Educational Agent and Its Form Characteristics on Problem Solving Ability Perception of Students in Online Task Based Learning Media
Author: Akyuz, Halil Ibrahim
Date: 2015-00-00
Type: Journal Articles
Subjects: Problem Solving,Student Attitudes,Self Concept,Educational Technology,Technology Uses in Education,College Students,Randomized Controlled Trials,Student Surveys,Pretests Posttests,Comparative Analysis,Foreign Countries,Web Based Instruction,Simulated Environment,Intelligent Tutoring Systems,Computer Simulation

The aim of this study is to investigate the effect of an educational agent, used in online task based learning media, and its form characteristics on problem solving ability perceptions of students. 2x2 factorial design is used in this study. The first study factor is the role of the educational agent and the second factor is form characteristics of the educational agent. The educational agent plays two different roles (teacher and friend). Form factor is whether the educational agent is supported by speech bubble or not. The dependent variable of this study is problem solving ability perception. The working group of the study consists of 47 students, taking 'Multimedia Design and Creation' classes in the spring term of 2010-2011 academic year in the department of Computer Education and Instructional Technologies of Ankara University. In terms of two variables, students were assigned to four different experiment groups at random. All of the experimental studies were maintained online. Measurements regarding dependent variables were carried out online. Problem Solving Inventory (PSI) is used to measure problem solving ability perceptions. Pre-test problem solving ability perception points were controlled in order to determine the effect of experimental operations on groups and post-test points were then compared. It is determined that applied method has an important effect on problem solving ability perception of students and that the educational agent in the role of teacher is more effective than the role of friend in the development of problem solving ability perception.
Majoring in Information Systems: Reasons Why Students Select (or Not) Information Systems as a Major
Author: Snyder, Johnny
Date: 2014-05-00
Type: Journal Articles
Subjects: College Freshmen,Majors (Students),Information Systems,Career Choice,Incidence,Student Surveys,Likert Scales,Business Administration Education,Knowledge Level,Job Skills,Statistical Analysis,Student Interests,Employment Potential,Salaries

Filling the pipeline for information systems workers is critical in the information era. Projected growth rates for jobs requiring information systems expertise are significantly higher than the projected growth rates for other jobs. Why then do relatively few students choose to major in information systems? This paper reviews survey results from about two hundred freshmen business students at a medium-sized western university. The survey asked these students to share their perceptions of jobs that do not require information systems skills, of skills employers look for in new employees, of reasons that peers major in information systems disciplines, and of reasons they do not. This research suggests further exploration of reasons students and professionals chose information systems as a field of study and work. It also suggests using a survey group other than general business majors.
The Market for Career Tracks in Undergraduate IS Curricula in the U.S.
Author: Hwang, Drew
Date: 2014-05-00
Type: Journal Articles
Subjects: Content Analysis,Undergraduate Students,Information Science Education,Information Systems,Career Choice,School Catalogs,Information Technology,Curriculum Development,Management Development,Business Administration Education,Comparative Analysis,Specialization,Majors (Students),Web Sites,Universities

The use of Information Technology (IT) in organizations is broad and rapidly growing. With so many technology topics to cover, Information Systems (IS) educators are faced with the challenge of having to design and develop an IS curriculum that best serves both students and industry. IS curricula often adopt a breadth-first and specialization-second approach in which students take a set of core courses in a fundamental body of knowledge followed by a number of electives in a specialization either by their own preference or by a track design offered by the program. The subject of track design has not been a traditional focus of information systems curriculum study, despite the IS Model Curricula 2010's effort to introduce a separation between core and track courses. The current study examines career track data from IS programs in business and management within the United States. The study performed a content analysis of the websites and university catalogs of 401 IS undergraduate programs and identified 241 career tracks in 82 programs. These tracks are analyzed to better understand their composition and anatomy. The results should help current information systems programs to better understand and structure their own curricula.
Developing an Approach to Harvesting, Cleaning, and Analyzing Data from Twitter Using R
Author: Hill, Stephen
Date: 2017-05-00
Type: Journal Articles
Subjects: Data Analysis,Data Collection,Social Media

Using data from social media can be of great value to businesses and other interested parties. However, harvesting data from social media networks such as Twitter, cleaning the data, and analyzing the data can be difficult. In this article, a step-by-step approach to obtaining data via the Twitter application program interface (API) is described. Cleaning of the data and basic sentiment analysis are also described.
Java vs. Python Coverage of Introductory Programming Concepts: A Textbook Analysis
Author: McMaster, Kirby
Date: 2017-05-00
Type: Journal Articles
Subjects: Introductory Courses,Programming,Content Analysis,Textbooks,Textbook Content,Teaching Methods,Concept Formation,Word Frequency,Correlation,Computer Software

In this research, we compare two languages, Java and Python, by performing a content analysis of words in textbooks that describe important programming concepts. Our goal is to determine which language has better textbook support for teaching introductory programming courses. We used the TextSTAT program to count how often our list of concept words appear in a sample of Java and Python textbooks. We summarize and compare the results, leading to several conclusions that relate to the choice of language for a CS0 or CS1 course.
Distance Synchronous Information Systems Course Delivery
Author: Peslak, Alan R.
Date: 2014-11-00
Type: Journal Articles
Subjects: Computer Science Education,Distance Education,Teaching Methods,Synchronous Communication,Educational Technology,Technology Uses in Education,Computer Software,Information Systems,Hypothesis Testing,Student Surveys

Teaching computer information systems via distance education is a challenge for both student and faculty. Much research work has been performed on methods of teaching via distance education. Today we are faced with a variety of options for course delivery. Asynchronous delivery via online or lesson instruction still remains most common. But alternative synchronous delivery methods such as Adobe Connect, Skype, and Eluminate Live are increasingly used as alternatives in a variety of situations and for a variety of purposes and classes. Our study reviews the use of synchronous distance course delivery and reports on specific experiences and results from two computer information systems courses over the past year. Post-class surveys from the students of these courses reveal interesting and useful insights into the acceptance and challenges of synchronous distance delivery methods including emphasis on technical stability and interaction.
Agile Learning: Sprinting through the Semester
Author: Lang, Guido
Date: 2017-05-00
Type: Journal Articles
Subjects: Teaching Methods,Computer Software,Student Projects,Undergraduate Students,Information Systems,Computer Science Education,Student Surveys,Student Attitudes,Internet,Development,Educational Technology,Technology Uses in Education,Cognitive Style,Measures (Individuals),Qualitative Research,Content Analysis

This paper introduces agile learning, a novel pedagogical approach that applies the processes and principles of agile software development to the context of learning. Agile learning is characterized by short project cycles, called sprints, in which a usable deliverable is fully planned, designed, built, tested, reviewed, and launched. An undergraduate elective Computer Information Systems course on web development was redesigned to implement a semester-long agile learning experience. Results of a student survey conducted at the end of the semester reveal that agile learning combines learning and application of learning, while allowing students to fail more and fail faster. At the same time, agile learning takes longer than traditional project-based learning and makes it easier for students to fall behind. Nevertheless, students indicated a strong preference for agile learning over traditional project-based learning. Importantly, students' preference for and performance in agile learning was not influenced by their learning style. However, agile learning requires significant amount of planning, balancing the need to provide instructions with the need to provide explanations, as well as significant amount of one-on-one student support.
A Paradigm for Student Learning Outcome Assessment in Information Systems Education: Continuous Improvement or Chasing Rainbows?
Author: Saulnier, Bruce
Date: 2014-01-00
Type: Journal Articles
Subjects: Information Systems,Computer Science Education,Teaching Methods,College Students,Accreditation (Institutions),Required Courses,Educational Objectives,Program Development,Evaluation Methods,Progress Monitoring,Program Implementation,Program Evaluation

A paradigm is presented for student learning outcome assessment in information systems education. Successful deployment of the paradigm is illustrated using the author's home institution. The paradigm is consistent with both the scholarship of teaching and learning and the scholarship of assessment. It is concluded that the deployment of the paradigm allows us to address program constituent concerns regarding student learning in higher education while simultaneously being consistent with accreditation requirements at the program (ABET), school (AACSB) and institutional (NEASC) levels.
Comparing Student Interaction in Asynchronous Online Discussions and in Face-to-Face Settings: A Network Perspective
Author: Javadi, Elahe
Date: 2017-05-00
Type: Journal Articles
Subjects: Interaction,Asynchronous Communication,Peer Influence,Group Discussion,Interpersonal Communication,Computer Mediated Communication,College Students,Integrated Learning Systems,Hypothesis Testing,Familiarity,Student Surveys,Questionnaires,Network Analysis

Online discussions enable peer-learning by allowing students to communicate ideas on what they have learned in and beyond the classroom. Peer-learning through online discussions is fostered when online discussions are interactive. Interactivity occurs when students refer to and use perspectives shared by peers, and elaborate, respond to, or propose alternative views to those shared by others. Open interactions in online discussions require students to choose whom they communicate with in the discussion forums. This study examines the extent to which the patterns of student-to-student interactions in online discussions resemble student interactions with the same peers in face-to-face settings. Online discussion data were collected in six sections of an introductory IS course over three semesters. Each section's dataset contains data from four online discussions among students, as well as the results of two familiarity surveys administered at the beginning and at the end of the semester. The results of the data analysis suggest a relationship between face-to-face interactions and patterns of online group idea sharing and integration. Understanding the structure and dynamics of interactions in online discussions can provide design guidelines to help overcome inherent familiarity fault-lines in classes, and to improve the extent and quality of peer-learning in online discussions.
Testing Frequency in an Introductory Computer Programming Course
Author: Adkins, Joni K.
Date: 2017-05-00
Type: Journal Articles
Subjects: Introductory Courses,Computer Science Education,Programming,Undergraduate Students,Information Systems,STEM Education,Majors (Students),Student Surveys,Student Attitudes,Tests,Scores

This paper reports the findings of a study done to determine if increasing the number of exams in a course had an effect on student grades. Some studies have found that more frequent exams positively influence scores while other studies have found more frequent exams do not make a difference in student achievement. This study examines the impact of adding two additional exams to an introductory computer programming course taken by undergraduate computer science, information systems, and other STEM majors. The findings did not show any significant differences in student performance between the fall classes that took three exams and the spring classes that took five exams. In addition a survey was given to discover student attitudes and preferences regarding exam frequency and scheduling. The survey results revealed students want more exams in courses to reduce anxiety and increase confidence and motivation to study.
Pursuing a Vendor-Endorsed ERP Award for Better Job Prospect: Students' Perceptions
Author: Kung, LeeAnn
Date: 2017-05-00
Type: Journal Articles
Subjects: Student Attitudes,Student Surveys,Online Surveys,Predictor Variables,Information Technology,Qualitative Research,Statistical Analysis,Information Systems,Information Science Education,Employment Opportunities,Social Influences,Student Motivation,College Students,Certification,Computer Software,Regression (Statistics)

This paper identifies factors that motivate students to pursue a vendor-endorsed ERP award by integrating concepts from motivation theory and constructs from technology acceptance literature. We developed a web-based survey with closed- and open-ended questions to collect both quantitative and qualitative data, respectively. Students in information systems courses were solicited to participate in the survey. We collected data from 2010 to 2014. Our analysis shows that Perceived Value and Social Influence are significant predictors of students' intentions to pursue a vendor-endorsed ERP award.
A Study of Information Systems Programs Accredited by ABET in Relation to IS 2010
Author: Feinstein, David
Date: 2014-05-00
Type: Journal Articles
Subjects: Information Systems,Accreditation (Institutions),Standards,Undergraduate Study,College Curriculum,Evaluation Criteria,Failure,School Catalogs,Comparative Analysis,Industry,Business Schools

This article examines the relationship between ABET CAC standards for undergraduate programs of information systems and IS 2010 curriculum specifications. We have reviewed current institution described course work that identifies course structures from accredited IS programs. The accredited programs all matched the expectations expressed in ABET CAC standards. However, we found that IS 2010 failed to meet ABET CAC specifications. In order to attempt to resolve this obvious disconnect, we compared ABET CAC to IS industry standards and to IS 2010 specifications. It is our finding that ABET CAC compares well with industry expectations, whereas there is a disconnect in comparing IS 2010 and ABET/CAC and industry specifications.
A Case Study: Accreditation Process Reviewed through the Lens of Organizational Change Models and the Five Stages of Grief
Author: Rivas, Olivia
Date: 2014-00-00
Type: Journal Articles
Subjects: Case Studies,Accreditation (Institutions),Organizational Change,Models,Grief,Universities

Kurt Lewin's work helps us understand organizational change and Elizabeth Kubler-Ross' work gives us insight into personal change. Their work can help us understand the many dimensions of change that occur in our environment. Lewin contends that change can be planned for and Kubler-Ross proposes that change, even unexpected change, can be managed. This article will take a closer look, over a four-year period, at the process within a college unit moving towards national accreditation through the lens of the work of these two well-known researchers.
How Far from Income Equity Are Faculty in Four-Year, Non-Doctorial Universities?
Author: Hensley, Brandon
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Salaries,Salary Wage Differentials,College Faculty,Tenure,National Surveys,Regression (Statistics),Gender Differences,Productivity,Predictor Variables

Increasingly, scholars in academia as well as journalists are noting vast pay discrepancies among professorial ranks. This study is an attempt to examine how gender, rank, and scholarly output influence faculty members' income from their institutions. Using equity theory as a conceptual framework, the 2004 National Study of Postsecondary Faculty (NSOPF04) is used for data analysis purposes. Descriptive, associational, and inferential statistics are employed; specifically, linear regressions were conducted to examine the factors that predict income from the institution. The findings of this study are discussed as they align with the reports of others who study the glaring income gap in the American professoriate. As Kezar &amp; Sam (2010) have argued, there is a new faculty majority, and it is comprised of individuals who are significantly less salaried and secure in their positions, while at the same time being called on to teach more fundamental/core classes across campuses. In short, they are not being compensated equitably for their contributions and importance to the &quot;front line&quot; of educating college students (many of them in freshman/sophomore level classes).
Support for Higher Education: Perceptions of Selected University Administrators and Legislators in Tennessee
Author: Davies, Deidre Y.
Date: 2014-00-00
Type: Journal Articles
Subjects: Higher Education,Administrator Attitudes,College Administration,Administrators,Legislators,Statistical Analysis,Public Education,Educational Finance,Financial Support,State Universities,Online Surveys,Tuition,Student Costs,State Aid,Political Attitudes,Correlation,Educational Attainment,Place of Residence

This quantitative study examined the perceptions of selected university administrators and legislators concerning levels of support for Tennessee public higher education. The purpose of the study was to gain a greater understanding among the various constituents as to the needs and restraints facing higher education funding. The population targeted for this study was comprised of 132 members of the Tennessee General Assembly, the Executive Director of the Tennessee Higher Education Commission (THEC), the Chancellor of the Tennessee Board of Regents (TBR), the President of the University of Tennessee System, and 36 Chief Administrators at nine state-supported universities. The principal investigator used a web-based survey development company to design, collect, and store survey responses. Analysis of the data revealed that legislators and higher education administrators in the State of Tennessee perceived funding for higher education differently. There were significant differences between the two groups concerning: use of higher education reserves during weak economic times, the explanation for tuition rises, how much costs students should incur for higher education, level importance placed on state appropriations for funding higher education, and how they perceived priority of higher education in the state budget. There was a significant difference between one's political party affiliation and their perception of access to higher education being an issue. A significant difference was also found between one's education level and ranking of higher education in the state budget.
The Need to Practice What We Teach: The Sticky Floor Effect in Colleges of Business in Southern U.S. Universities
Author: Johnson, Cooper
Date: 2014-00-00
Type: Journal Articles
Subjects: Business Schools,Barriers,Females,Promotion (Occupational),Women Administrators,Equal Opportunities (Jobs),Department Heads,College Administration

The Sticky Floor Effect, a relatively new career advancement barrier concept, theorizes there exist obstacles for women preventing them from advancing to first level management positions. Of significant importance to institutions of higher learning's colleges of business, the Sticky Floor Effect highlights issues of consistency, moral implications, and credibility, as it is in these establishments where workplace anti-discriminatory hiring and promotion practices are taught to future business professionals. This study aims to explore if the colleges of business, which are responsible for teaching equal opportunity employment practices, are following their own instructions through advancing women into first level management positions. Included in this study is an analysis of five states' colleges and universities in which gender ratios of department chairs and directors within colleges of business are examined. The results of the analyses show evidence of a sticky floor impacting career advancement opportunities for women.