International Journal of Information and Operations Management Education最新文献

A framework for teaching an undergraduate data analytics class 本科数据分析课程的教学框架

International Journal of Information and Operations Management Education Pub Date : 2021-04-26 DOI: 10.1504/IJIOME.2021.114719

David R. Firth, Jason H. Triche, David J. Lucus

引用次数: 0

Lean production teaching methods and learning assessment: a literature review 精益生产教学方法与学习评价:文献综述

International Journal of Information and Operations Management Education Pub Date : 2021-04-26 DOI: 10.1504/IJIOME.2021.114718

Ana Paula Lista, G. Tortorella, D. Jurburg, R. Sawhney

引用次数: 1

Computer self-efficacy in global contexts: appraising Chinese and Indian non-specialists' attitudes to common and advanced computer tasks 全球背景下的计算机自我效能:评价中国和印度非专业人员对普通和高级计算机任务的态度

International Journal of Information and Operations Management Education Pub Date : 2016-04-23 DOI: 10.1504/IJIOME.2016.076054

C. DeCoursey

{"title":"Computer self-efficacy in global contexts: appraising Chinese and Indian non-specialists' attitudes to common and advanced computer tasks","authors":"C. DeCoursey","doi":"10.1504/IJIOME.2016.076054","DOIUrl":"https://doi.org/10.1504/IJIOME.2016.076054","url":null,"abstract":"Most studies of computing self-efficacy among non-specialists have used Westerners as participants, and identify affect as an important element of self-efficacy. Chinese and Indian non-specialists comprise an increasing proportion of western and global tertiary students. They have different attitudes towards learning computing than westerners, due to their different backgrounds. This study compares the attitudes of Chinese and Indian tertiary non-specialists to learning ordinary and advanced computing tasks, while learning animation and business English. Quantitative data was obtained from a survey. Qualitative data was obtained from student blogs. Appraisal analysis was used to determine areas of positive and negative attitude. Results show that Indians reported higher gains than Chinese participants; both groups focus more on cognitive mastery than personal emotions in assessing the value of the learning experience; increased exposure to computing may decrease their interest in learning computing tasks; but relatively lower previous exposure does not disadvantage non-specialists.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121583674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Facilitative learning model for student engagement in a project management course: a case study 项目管理课程中学生参与的促进学习模式:个案研究

International Journal of Information and Operations Management Education Pub Date : 2016-04-23 DOI: 10.1504/IJIOME.2016.076059

Dana M. Johnson, L. Wanless

{"title":"Facilitative learning model for student engagement in a project management course: a case study","authors":"Dana M. Johnson, L. Wanless","doi":"10.1504/IJIOME.2016.076059","DOIUrl":"https://doi.org/10.1504/IJIOME.2016.076059","url":null,"abstract":"Ample research exists in the area of instructor-led facilitation, which is typically conducted by those trained in pedagogical approaches and as such their primary profession may be that of faculty, instructor, or professional trainer. Prior research on student-led pedagogy has focused on tutoring, problem-solving teams, and similar activities. This exploratory case study focused on student-led facilitation for active student engagement in an undergraduate project management course and its impact on student learning measured by engagement, average exam score, and overall course average. Data was gathered through observations, exam scores, student survey, and final grades. In the second year of application, a voluntary survey was completed by students to supplement existing data. It was uncovered that students are more engaged through increased class participation in discussion, have greater retention of material as demonstrated through higher exam scores, and improved performance in final course averages. Based on this case study, it can be inferred that student-led facilitation is an effective pedagogical approach for this course and may be applied in the context of other courses. This is believed to be the first contribution in the area of student-led facilitation not using tutoring, problem-solving, case discussions, or similar methods.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132566925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Role of learning style preferences and interactive response systems on student learning outcomes 学习风格偏好和互动反应系统对学生学习成果的影响

International Journal of Information and Operations Management Education Pub Date : 2016-04-23 DOI: 10.1504/IJIOME.2016.076046

H. Yazici

{"title":"Role of learning style preferences and interactive response systems on student learning outcomes","authors":"H. Yazici","doi":"10.1504/IJIOME.2016.076046","DOIUrl":"https://doi.org/10.1504/IJIOME.2016.076046","url":null,"abstract":"Learning style preferences are found influential in learning and academic achievement, and may explain how students learn. Additionally, technology has been proven effective in educational processes. Interactive response systems known also as clickers seem to increase student engagement, although studies on the direct effects of clickers on learning outcomes are limited. The purpose of this study is to determine whether student learning style plays a role in learning outcomes and whether some students benefit using interactive systems more than others. Learning outcomes are measured by critical thinking abilities, comprehension of subject knowledge, and effective decision-making abilities through problem/project-based learning practices. Based on the learning outcomes of students enrolled in operations management classes, business students with participant learning style were found to be high academic achievers and successful critical thinkers. Use of interactive response systems positively affected overall course performance and was instrumental in the comprehension of subject knowledge and problem-based learning practices. While participant learners benefited most from interactive response systems, independent learners' application and effective decision-making abilities were enhanced by the use of these systems.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132185363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

An informal approach to management development at small and medium-sized manufacturing companies 中小型制造企业管理发展的非正式方法

International Journal of Information and Operations Management Education Pub Date : 2016-04-23 DOI: 10.1504/IJIOME.2016.076047

J. Tell

引用次数: 0

Decomposing bills of materials using the Gozinto-list-method 使用gozinto -list方法分解物料清单

International Journal of Information and Operations Management Education Pub Date : 2015-11-30 DOI: 10.1504/ijiome.2015.073163

C. Glock, Hamid Abedinnia

引用次数: 0

Benefits of self-selected projects from students' workplace as a pedagogical tool in graduate operations management classes 学生在工作场所自选项目作为研究生运营管理课程教学工具的好处

International Journal of Information and Operations Management Education Pub Date : 2015-11-30 DOI: 10.1504/ijiome.2015.073161

Alan Jin, Lifang Wu, Margaret Cunningham, Ravi Chinta

引用次数: 0

Using transactional distances to explore student satisfaction with group collaboration in the flipped classroom 利用交易距离探索翻转课堂中学生对小组合作的满意度

International Journal of Information and Operations Management Education Pub Date : 2015-11-30 DOI: 10.1504/ijiome.2015.073155

W. Swart, Niva Wengrowicz, K. Wuensch

{"title":"Using transactional distances to explore student satisfaction with group collaboration in the flipped classroom","authors":"W. Swart, Niva Wengrowicz, K. Wuensch","doi":"10.1504/ijiome.2015.073155","DOIUrl":"https://doi.org/10.1504/ijiome.2015.073155","url":null,"abstract":"In the 'flipped' classroom, students use online materials to learn what is traditionally learned by attending lectures, and class time is used for interactive group learning (IGL). IGL differentiates the flipped class from a traditional class and is touted as what makes the flipped class reflective of how higher education will change. In this paper, we use transactional distance (TD) and relative proximity theory (RPT) to hypothesise collaboration factors that could model student satisfaction in a flipped class. An instrument based on these factors was administered to a total of 84 students enrolled in two sections of a flipped operations management course over two semesters and EFA, SEM and CFA analyses determined it to be valid and reliable. Multiple regressions were used to determine which factors were statistically significant unique predictors of student satisfaction in the flipped classroom. The findings of the research imply that neither instructors nor students should be left to 'sink or swim' when first exposed to the flipped classroom. Instead, instructors should be incentivised to develop the skills required to be an effective learning, or cognitive, coach and students should be instructed in teaming skills as part of the flipped classroom experience.","PeriodicalId":193538,"journal":{"name":"International Journal of Information and Operations Management Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114520552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Teaching data envelopment analysis in production operations management through an undergraduate research project based on real-world data 通过一个基于真实数据的本科生研究项目，教授生产运营管理中的数据包络分析

International Journal of Information and Operations Management Education Pub Date : 2015-11-30 DOI: 10.1504/ijiome.2015.073151

Xiangrong Liu

引用次数: 1