J. Inf. Technol. Educ. Res.最新文献

{"title":"Teachers' Identity Work in a Professional Facebook Group","authors":"Mona Lundin, Annika Lantz-Andersson, Thomas Hillman","doi":"10.28945/4540","DOIUrl":"https://doi.org/10.28945/4540","url":null,"abstract":"Aim/Purpose: The aim of this study is to investigate posts that deviate from the norm by receiving many more comments than likes in a teacher thematic Facebook (FB) group.\u0000\u0000Background: Social media sites are currently becoming standard tools for professional practices. Swedish teachers use thematic FB groups as a platform for professional learning. \u0000\u0000Methodology: Data from a large teacher FB group over a three-year period have been collected using programmatic approaches. The interactions have been analysed through a three-phased process: (1) meta-data selection criteria and computational analysis to identify in-depth discussions, (2) content selection criteria, and (3) interaction analysis of selected threads.\u0000\u0000Contribution: FB discussions provide a platform for teachers for sharing resources and for emotional and professional support. The support and sharing do not merely constitute explicit requests, but also bring about professional discussions. \u0000\u0000Findings: The 79 original posts that significantly deviated from the norm of the group, were formulated as questions and/or requests, which implies that they were designed to attract comments and not only likes. The original posts were organized around four themes: (1a) functionally motivated technical features, (1b) instructionally motivated technical features, (2) pedagogical ideas and premises, and (3) sharing. The nature of these unusual threads was that teachers used the thematic FB-group to share teaching material and resources as well as to give and receive emotional and professional support. Such sharing and support meant a transformation from working in isolation to finding a professional community. In the discussion threads the teachers displayed a variety of identities, such as active and engaged teacher, a thematic expert, or a central group member. \u0000\u0000Recommendations for Practitioners: In terms of practical implications, teachers’ competencies towards using social media platforms for collective and constructive discussions need to be strengthened. The challenge is to promote more teachers to partake in challenging such group norms in such groups so that discussions characterised by openness, debate, and constructive criticism are established. \u0000\u0000Recommendation for Researchers: It is vital to empirically investigate teachers’ online interactions as new types of collegial discussions that, while rich, could be seen as valuable even if they are unpredictable compared to well-established professional learning efforts. \u0000\u0000Impact on Society: This study contributes with knowledge about the impacts of social media platforms as becoming standard tools for all human activities, let alone professional practices.\u0000\u0000Future Research: Additional detailed analysis of teachers’ use of social media platforms for professional purposes are needed as well as methodological competence development with regard to computational approaches such as those employed in this study. \u0000\u0000","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115356755","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}

{"title":"The Effect of a Blended Learning Course of Visual Literacy for In-service Teachers","authors":"Catalina Huilcapi-Collantes, Azucena Hernández Martín, J. P. Hernández-Ramos","doi":"10.28945/4533","DOIUrl":"https://doi.org/10.28945/4533","url":null,"abstract":"Aim/Purpose: The purpose of this study was to examine the effects of a 20-hour blended learning visual literacy course applied to in-service teachers. For this purpose, we designed the course to train the educators and the instrument to measure the level of visual literacy of participants before and after the intervention. Then, we found the differences. \u0000\u0000Background: Visual literacy is essential for improving visual communication skills on in-service teachers because they use and construct visual material permanently. Hence, they need to be trained for developing visual literacy taking into account their pace of life and specific needs.\u0000\u0000Methodology: We employed a quasi-experimental one-group pretest-posttest design. The area of study is Social Science, specifically Education. The population was in-service teachers who work in private schools in the north zone of Quito, Ecuador. The convenience sampling method was used to conduct this pilot study of 51 teachers at one private school. The visual literacy course was designed based on the ACRL Visual Literacy Competency Standards. The differences in the level of visual literacy were measured through a visual literacy test of 45 items made for this specific purpose. Differences between pretest and posttest were found after performing paired samples t-test on collected data. \u0000\u0000Contribution: This research contributes to visual literacy research focused on in-service teacher’s instruction. This practical study was based on a complete proposal for training and evaluated the visual literacy level of in-service teachers.\u0000\u0000Findings: Findings show that there are statistically significant differences in pretest and posttest scores, so teachers improved their level of visual literacy after the 20-hour blended learning visual literacy course.\u0000\u0000Recommendations for Practitioners: Practitioners should adapt the length of the training course to the teachers’ schedules. They should review the course themes and the items in the visual literacy test to know about the specific content to be taught along the course.\u0000\u0000Recommendation for Researchers: Researchers who want to replicate a similar study should have a bigger group of participants and, if possible, they should have a control group. \u0000\u0000Impact on Society: This study indicates that teachers could improve their level of visual literacy after attending a well-structured training course. Thus, it is crucial to offer in-service teachers the opportunity to improve their visual communication skills through a concrete learning process adapted to their schedules and life. \u0000\u0000Future Research: Future research should focus on evaluating before and after the treatment, through practical projects, the previous and acquired knowledge of in-service teachers.\u0000\u0000","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125075015","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}

{"title":"Adaptive Learning Technology Relationship with Student Learning Outcomes","authors":"Garry L. White","doi":"10.28945/4526","DOIUrl":"https://doi.org/10.28945/4526","url":null,"abstract":"Aim/Purpose: The purpose of this study is to determine the effectiveness of an Adaptive Learning Technology (ALT), as compared to traditional teaching methods, in an undergraduate management information course. The effectiveness is based on Bloom’s Taxonomy of Learning Competencies\u0000\u0000Background: Previous studies have investigated factors involved with ALT. From one study, students enjoyed how to use new technology and believed it improves learning. However, the literature lacks studies showing gains in understanding and remembering as defined by Bloom’s Taxonomy of Learning Competencies.\u0000\u0000Methodology: Correlations between ALT usage and test/course grades were performed. McGraw-Hill’s Connect LearnSmart® was used as the ALT. The ALT was optional for extra credit in the class. Correlations were performed between LearnSmart® scores and tests. Then, since usage was bimodal (students who took the initiative to fully complete LearnSmart® and those who did not do LearnSmart®), an independent-samples t-test was performed between these two distinct groups. \u0000Sampling was from an Information Technology course at a major university. The data collection methods composed of recording LearnSmart® scores and test scores. \u0000\u0000Contribution: This study aims to provide empirical evidence of ALT outcomes in learning, to show if ALT enhance learning over traditional teaching methods. If not, the value of using ALT is provided.\u0000\u0000Findings: Results showed no relationships between ALT usage and test/course grades. No differences between the two groups (those who completed ALT and those that did not do the ALT) were found with each of the four tests and final course grades. Since the ALT group did the LearnSmart® as an option, the tool appears to be a preference for learning style and provides user satisfaction. This is consistent with prior studies.\u0000\u0000Recommendations for Practitioners: Practitioners should use ALT for convenience, preferences, and students’ satisfaction. The use of both traditional teaching methods and newer technology teaching methods might be most effective because they provide flexibility for the best method that satisfies the student. Editors and developers of publishers need to consider student preferences in learning. \u0000\u0000Recommendation for Researchers: Opinions and perceptions by subjects may be misleading. In future research, empirical evidence needs to be provided to validate opinions and perceptions. Research needs to focus more on students’ characteristics such as learning style, learning preferences, and initiative.\u0000\u0000Impact on Society: This research suggests that an ALT is efficient for the learning process rather than effective for outcomes and enhanced learning. Students can learn just as well without an ALT. Decisions to use an ALT should be based on convenience and student preferences.\u0000\u0000Future Research: In this study, students had the option to do an ALT. They showed initiative. For future research, initiative needs to be removed. Random assignm","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133678951","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}

{"title":"An Analysis to Understand the Online Learners' Success in Public Higher Education in Morocco","authors":"Yassine Safsouf, K. Mansouri, F. Poirier","doi":"10.28945/4518","DOIUrl":"https://doi.org/10.28945/4518","url":null,"abstract":"Aim/Purpose: This study focuses on the learners’ success toward learning management systems in higher education in Morocco and also proposes a theoretical model to better understand the determinants of learners’ satisfaction, self-regulation and continuance intention to use these systems. For this purpose, variables which may have a positive or negative influence in our model are examined.\u0000\u0000Background: The latest version of the technology acceptance model, expectation–confirmation model, DeLone and McLean Information systems success model and self-regulated learning theory, have been used. This study proposes a causal model named e-learner success assessment model or e-LSAM.\u0000\u0000Methodology: In this study, a structural equation model (SEM) approach was used for the empirical validation and testing of correlation hypotheses between e-LSAM constructions.\u0000\u0000Contribution: This research extends previous literature on the factors that can contribute to learners’ use, engagement, satisfaction and success in an e-learning system, we also propose a causal model named e-learner success assessment model (e-LSAM).\u0000\u0000Findings: The results indicate that, learner’s success in an e-learning system could be explained by self-regulation and learners’ intention to continue using LMS, which is explained by learners’ satisfaction. The results also show that the system quality, course and information quality, course flexibility, diversity in assessments and social interactions can improve learners’ satisfaction with LMS platforms\u0000\u0000Impact on Society: This study will enable the university and higher school in Morocco to better understand the critical factors to be undertaken to improve student performance and educational levels.\u0000\u0000Future Research: This document is a general overview of factors that help to understand learner’s success in an eLearning system; it is not without limitations. Our research did not take into account the effects of demographic attributes such as gender, age, level of education and others. More specifically, Morocco, like any other country, has its own traditions and culture, future research should explore how these aspects influence the success of learners in an e-learning system.\u0000\u0000","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131650898","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}

{"title":"If You Can Program, You Can Write: Learning Introductory Programming Across Literacy Levels","authors":"Ziva R. Hassenfeld, M. Govind, Laura E. de Ruiter, Marina U. Bers","doi":"10.28945/4509","DOIUrl":"https://doi.org/10.28945/4509","url":null,"abstract":"Aim/Purpose: This paper presents findings on a curricular intervention aimed at integrating computer programming with reading and writing in early elementary school. The purpose of this research was to explore the relation between students’ varying literacy levels and their level of success in mastering an introductory programming language.\u0000\u0000Methodology: This curricular intervention study was implemented in a single school district in southeastern Virginia. Of the district’s 33 elementary schools, eight schools received an external grant from the U.S. Department of Defense to introduce computer science in early elementary education. Standardized literacy test scores were correlated with internally developed, and age appropriate programming assessment scores from N = 132 second grade students.\u0000\u0000Contribution: This study is the first of its kind to look at how students at varying literacy levels succeed in mastering an introductory programming language when introduced through a literacy lens. \u0000\u0000Findings: The findings indicated that there was strong evidence for a weak, positive correlation between students’ literacy levels, as determined by the PALS assessment, and their programming mastery, as determined by the curricular programming assessments. The positive correlation suggests that there may indeed be underlying constructs that overlap between literacy and programming.\u0000\u0000Recommendations for Practitioners: Consider integrating computer programming as a foundational component of the literacy curriculum, especially in the early grades, where the two skill sets can mutually support one another.\u0000\u0000Recommendation for Researchers: Additional research is necessary, using a variety of literacy and programming measures, to continue to understand the relationship between emerging literacy and emerging computer programming skills.\u0000\u0000Impact on Society: Reimagining computer programming as a language has significant implications for how we teach programming in schools and how students then use programming out in the workforce.\u0000\u0000Future Research: Future work will repeat this curricular intervention with younger students: the district’s first grade and kindergarten classrooms. Introducing programming through the Coding as Literacy (CAL) approach even earlier in students’ literacy trajectories, we believe, will allow the positive impact of programming knowledge to influence students’ literacy development. In this next phase of our research agenda, we will collect pre and post literacy scores, both standardized and internally developed, to see the myriad ways that programming knowledge impacts literacy.\u0000\u0000","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129822568","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}

{"title":"Flipped University Class: A Study of Motivation and Learning","authors":"Ying Xiu, Penny Thompson","doi":"10.28945/4500","DOIUrl":"https://doi.org/10.28945/4500","url":null,"abstract":"Aim/Purpose: This study aims to explore the relationship between motivation and students’ perspectives, learning performance, and use of online course materials in flipped classrooms.\u0000\u0000Background: The flipped classroom model is an innovative instruction method that has limited research to date exploring its impact on motivation. It remains unknown if the same motivation patterns exist in flipped classrooms as in purely face-to-face or online learning environments.\u0000\u0000Methodology: Fifty-nine undergraduate students’ expectancy beliefs (control beliefs about learning, self-efficacy) and value beliefs (task value, intrinsic motivation, extrinsic motivation) were measured by subscales adapted from Motivated Strategies for Learning Questionnaire. Students’ final grade percentage represented their learning performance. Regression analysis was used to explore the ability of motivational characteristics to evaluate how well the five motivational subscales predicted participants’ perspectives of a flipped class.\u0000\u0000Contribution: The results of this study suggest that students have similar motivation patterns regarding their learning performance in flipped classrooms as in traditional or online classrooms. Overall, students reported positive motivational beliefs towards a flipped classroom.\u0000\u0000Findings: Results indicated that students in a flipped classroom also show a positive correlation with motivation regarding their learning performance as in traditional or online classrooms. Self-efficacy is a significant predictor of both students’ academic achievement and perceptions of the flipped classroom. Overall, students had positive attitudes towards the flipped model but indicated neutral attitudes when asked if they wished to take another class taught in a flipped format.\u0000\u0000Recommendations for Practitioners: The findings suggested that instructors should set up pre-class activities related to credits that account for the course grade to reinforce students’ effort spent on course preparation. The results of this study suggest that students’ previous experiences of flipped classrooms and online learning may not always affect their motivational beliefs, learning performance, and perceptions of the course format in a flipped classroom. However, a large number of online materials may cause fatigue and make students unwilling to use all the online materials.\u0000\u0000Recommendation for Researchers: The flipped classroom model is a valuable teaching strategy that can be applied at any educational level to maximize learning time, but continuing research is needed in the field to improve the effectiveness of this approach and facilitate learning among all students, including those with low self-efficacy beliefs or overall motivation.\u0000\u0000Impact on Society: While the flipped learning model challenges instructors to shift emphasis from providing content to designing active learning experiences, this role remains vitally important for facilitating in-class activities, scaffolding out-of","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123428105","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}

{"title":"External and Internal Barriers in Technology Integration: A Structural Regression Analysis","authors":"N. Hamutoğlu, Ugur Basarmak","doi":"10.28945/4497","DOIUrl":"https://doi.org/10.28945/4497","url":null,"abstract":"Aim/Purpose: The aim of this study is to propose and test a model in which perceived barriers to technology integration are handled within a broad framework. It can be argued that the proposed model will have the dynamics to examine the studies performed on technology integration in a generic way and to have an important place in explaining the technology barriers at individual and school level under internal and external barriers. This can then be used to minimize such barriers and facilitate technology integration. \u0000\u0000Background: As seen in previous studies, barriers constitute a complex structure that is encountered in almost every environment for different reasons, affects the teaching-learning process, and contains several variables under primary and secondary barriers. It is thought that exploring this complex structure plays a key role in technology integration. In many studies, it is observed that the barriers are addressed as internal and external aspects but work on such aspects is quite limited. \u0000\u0000Methodology: Based on the convenience sampling method, the research was planned and conducted in accordance with the relational survey model. A structural regression model was used to examine the barriers that teachers perceive in technology integration. The sample of the study involved 449 teachers working in different branches at nine public schools in the academic year of 2018-2019 at the city center of Kirsehir province, and they participated on a voluntary basis. The number of teachers in the research sample corresponds to 73% of the total number of teachers in Kirsehir.\u0000\u0000Contribution: The contribution to the literature is proposing and testing a model which can be used to measure technological barriers in technology integration in education considering internal and external factors with a large perspective and holistically.\u0000\u0000Findings: The findings of the structural regression model used in this study showed that beliefs towards learning-teaching activities (BLTA), beliefs towards the expert support (BES), technological self-efficacy beliefs (TSEB), family resistance (FR), assessment (ASSES), and pedagogical self-efficacy beliefs (PSEB) are located under internal barriers and that lack of vision (LV), lack of money (LM), lack of training (LT), infrastructure (INF), content (CONT), and time (TIME) are all part of external factors. Furthermore, the results showed that external barriers affect the internal barriers directly and positively. Finally, it was observed that beliefs towards change (BC) and lack of leadership (LL) had no effect on internal or external barriers.\u0000\u0000Recommendations for Practitioners: As the findings of this study were discussed under internal and external barriers to technology integration, the results of the study could shed a light for managers, teachers or candidate teachers within the framework of “technology integration.” The identification of barriers in different settings should be used as the first step in mini","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129147686","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}

{"title":"Effective Assessment of Workplace Problem-Solving in Higher Education","authors":"M. Danaher, K. Schoepp","doi":"10.28945/4496","DOIUrl":"https://doi.org/10.28945/4496","url":null,"abstract":"Aim/Purpose: Within higher education, graduating students who are able to solve ill-structured, complex, open-ended, and collaborative, workplace problems is recognized as paramount. Because of this, there is a need to assess this skill across the curriculum. \u0000\u0000Background: This paper addresses this issue by assessing problem-solving across a computing curriculum using an assessment instrument shown to be reliable and valid. \u0000\u0000Methodology: The method is based upon the implementation of the assessment instrument that uses a scenario-based asynchronous discussion board measuring the ability of student groups to solve workplace problems. The sample are computing students from the 2nd, 3rd, 4th year, and master’s levels at a UAE university. \u0000\u0000Contribution: This paper shows the problem-solving skills of students over four years of study across a computing curriculum and demonstrates the effectiveness of the instrument.\u0000\u0000Findings: There was a general increase in student problem-solving performance from the 2nd, 3rd, 4th year, and master’s levels, but students often failed to meet the expected level of performance for their year of study. In addition, the instrument was effective in assessing problem-solving.\u0000\u0000Recommendations for Practitioners: This assessment instrument, or one similar, that uses a scenario-based asynchronous discussion board can be used to measure the ability of student groups to solve workplace problems.\u0000\u0000Impact on Society: Students must be prepared to solve workplace problems to meet the needs of 21st century employment.\u0000\u0000Future Research: Further research should be conducted with this assessment instrument, or one similar, outside of this fairly unique UAE- based context.\u0000\u0000","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132884299","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}

{"title":"Developing Information Technology Fluency in College Students: An Investigation of Learning Environments and Learner Characteristics","authors":"N. Sardone","doi":"10.28945/1381","DOIUrl":"https://doi.org/10.28945/1381","url":null,"abstract":"The confluence of powerful technologies of computers and network connectivity has brought explosive growth to the field of Information Technology (IT). The problem presented in this study is whether the type of learning environment where IT concepts are taught to undergraduates has a relationship to the development of IT fluency and course satisfaction. The literature suggested that, if learning environments based on constructivist learning strategies were used, students would achieve IT fluency as well as those who studied in a traditional setting but they might be more satisfied.","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"15 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132025548","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}

{"title":"A Survey of CIS Alumni to Assess Curriculum: Findings, Implications, and Future Directions","authors":"R. Mahaney, J. H. Fisher","doi":"10.28945/4464","DOIUrl":"https://doi.org/10.28945/4464","url":null,"abstract":"Aim/Purpose: At a public, higher education program in information technology, faculty are frequently asked to evaluate their curricula concerning: course content, the matriculation experience, where and in what capacity graduates are employed, and future academic initiatives developed to keep pace with changes in technology. The problem is determining the best process or mechanism to accumulate the responses.\u0000\u0000Background: The increased importance of STEM programs (science, technology, engineering, and mathematics), reduced state support, and the need for greater accountability are driving academic technology programs to justify their existence. This paper explores one process for evaluating a Computer Information Systems (CIS) program in a state-supported university in the Midwest USA, through an email survey designed for graduates to capture their unique perspective as ‘customers’.\u0000\u0000Methodology: An email survey was developed, field tested, and sent to 550 email addresses obtained from university alumni affairs. Results were accumulated in a Qualtrics program and analyzed for research purposes.\u0000\u0000Contribution: The contribution of this research is outlining one program’s experience gleaning information on the employment of graduates, assessing the CIS and business core curriculum, and collecting suggestions for future academic courses and experiences through the utilization of an email survey. This is a valuable source of curriculum feedback that is often overlooked by programs that want to enhance their academic offerings.\u0000\u0000Findings: Among the findings are the following: the CIS program is and has been a viable and relevant information technology program that prepares graduates for meaningful careers in this field; the business core curriculum of accounting, finance and business communication is essential to the career success of CIS graduates; graduates of the CIS program are prepared to assume managerial roles throughout their careers; and Cooperative (Co-op) education is an extremely valuable experience and should be required in the CIS curriculum.\u0000\u0000Recommendations for Practitioners: Graduates of an academic program are an excellent source of evaluation material. A well-constructed email survey can gather relevant data on employment and employability, the curriculum, the college experience, and other academic program information. This type of survey is an easy, inexpensive, and expedient means for gathering this information.\u0000\u0000Recommendation for Researchers: The current study surveyed CIS graduates to assess the appropriateness of the curriculum. Future researchers should seek input from IT managers and HR managers who will be hiring CIS graduates in the near future to find their perspectives on the CIS curriculum. \u0000\u0000Future Research: Further research needs to investigate the link between alumni surveys and accreditation. There is also a need to improve and refine survey instruments, increase survey response rates, incorporate survey responses in","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130533352","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}