Decision Sciences-Journal of Innovative Education最新文献

Learning from the pandemic 从大流行病中学习

IF 0.8

Decision Sciences-Journal of Innovative Education Pub Date : 2024-07-03 DOI: 10.1111/dsji.12325

Koray Özpolat, Natalie Simpson

引用次数: 0

Training, comfort, and perceived effectiveness: Lessons from the pandemic 培训、舒适度和感知效果：大流行病的教训

IF 0.8

Decision Sciences-Journal of Innovative Education Pub Date : 2024-05-18 DOI: 10.1111/dsji.12318

Lisa M. Russell, Patrick A. Lach, Robin K. Morgan

{"title":"Training, comfort, and perceived effectiveness: Lessons from the pandemic","authors":"Lisa M. Russell, Patrick A. Lach, Robin K. Morgan","doi":"10.1111/dsji.12318","DOIUrl":"10.1111/dsji.12318","url":null,"abstract":"This empirical study evaluates the impact of faculty training in online teaching on perceived comfort, perceived effectiveness, and stress during the Emergency Transition to Online Learning (ETOL) caused by COVID-19. Survey data revealed a positive relationship between training in online teaching and perceived effectiveness during the ETOL. However, this relationship is fully mediated by perceived comfort in teaching online, meaning training in online teaching significantly increased faculty perceived comfort, which in turn increased perceived effectiveness. Relative to their counterparts, faculty who agreed that the ETOL was stressful were significantly more likely to cite working from home distractions and a lack of physical resources as the greatest challenges. Going forward, our results suggest faculty should be trained in best practices in online teaching as a regular part of their development. Doing so would not only benefit online courses, but the tools used in online courses can also benefit faculty teaching in-person courses. The emerging tools used in online courses can also serve to enhance teaching in emerging, technology-based disciplines in business, such as digital marketing or business analytics. In addition to ongoing training, another best practice to prepare for a future ETOL would be to allow business school faculty to share what they have learned with other business faculty.","PeriodicalId":46210,"journal":{"name":"Decision Sciences-Journal of Innovative Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141124704","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

Game changer: Cloud-based classroom interactions powered by Google Sheets 游戏改变者：由 Google Sheets 支持的基于云的课堂互动

IF 0.8

Decision Sciences-Journal of Innovative Education Pub Date : 2024-04-30 DOI: 10.1111/dsji.12316

Gihan S. Edirisinghe, Maria A. M. Trindade, Lan Luo

{"title":"Game changer: Cloud-based classroom interactions powered by Google Sheets","authors":"Gihan S. Edirisinghe, Maria A. M. Trindade, Lan Luo","doi":"10.1111/dsji.12316","DOIUrl":"https://doi.org/10.1111/dsji.12316","url":null,"abstract":"The COVID-19 pandemic forced instruction into remote formats, rendering active learning efforts in business classrooms infeasible. In response, we adopt a novel model for interactive classroom activities by hosting classroom games on Google Sheets, the free and widely used cloud-based spreadsheet application. First developed for a synchronous Zoom class during the COVID-19 pandemic, this approach was integrated into face-to-face courses in two countries. Due to its instructional flexibility, minimal need for resources, and tendency for student acceptance, using Google Sheets for classroom interaction has far-reaching educational applications beyond the pandemic era. To illustrate this approach, we introduce three operations and supply chain management activities created on Google Sheets: the Virtual Assembly Line (VAL) activity, the Just-in-time Game, and the Dice Game. An in-depth examination of implementing these activities in the classroom offers practical insights into the benefits of utilizing cloud-based classroom games in teaching. Furthermore, a comparison of test results between students who played the game and a control group showed significantly improved learning outcomes. We also discuss how this approach could foster active learning adoption in environments traditionally less conducive to such practices, such as remote instruction and large enrollment classes.","PeriodicalId":46210,"journal":{"name":"Decision Sciences-Journal of Innovative Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141967496","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

Changes to business faculty perceived skills with online teaching tools and educational practices: The pandemic effect 在线教学工具和教育实践对商学院教师感知技能的改变：大流行效应

IF 0.8

Decision Sciences-Journal of Innovative Education Pub Date : 2024-04-30 DOI: 10.1111/dsji.12317

Christina Churchill, Scott J. Warren, Kimberly S. Grotewold

{"title":"Changes to business faculty perceived skills with online teaching tools and educational practices: The pandemic effect","authors":"Christina Churchill, Scott J. Warren, Kimberly S. Grotewold","doi":"10.1111/dsji.12317","DOIUrl":"https://doi.org/10.1111/dsji.12317","url":null,"abstract":"In the spring of 2020, universities worldwide closed their campuses and transitioned their face-to-face courses to remote teaching with educational technologies due to the COVID-19 pandemic. This unprecedented transition to online instruction created a unique learning environment for students and faculty. Our case-based, qualitative study explores the perceived skill level changes of professors who implemented (with minimal training) online educational technologies to deliver business courses at a business school in the southwest United States. Business faculty completed a Likert-scale survey instrument that used the United Nations Educational, Scientific, and Cultural Organization's (UNESCO) teacher competency framework, which includes digitally communicating with students, delivering asynchronous material, delivering synchronous classes, using the learning management system, and providing digital assessments and feedback (2018). Study outcomes indicate that instructors’ perceived skill sets in most topics grew due to the adoption of online educational technologies at the onset of the pandemic. Further study might focus on determining the long-term implications of the growing integration of educational technology on business faculty instruction in both online and face-to-face classrooms.","PeriodicalId":46210,"journal":{"name":"Decision Sciences-Journal of Innovative Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/dsji.12317","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141968338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The impact of the COVID-19 pandemic on business students’ future preference for online courses COVID-19 大流行对商科学生未来选择在线课程的影响

IF 0.8

Decision Sciences-Journal of Innovative Education Pub Date : 2024-04-11 DOI: 10.1111/dsji.12314

Denise Stanley, Sinjini Mitra

引用次数: 0

Teaching location planning with the center-of-gravity method using real cities and distances 利用真实城市和距离，用重心法进行位置规划教学

IF 1.9

Decision Sciences-Journal of Innovative Education Pub Date : 2024-02-14 DOI: 10.1111/dsji.12311

Jason M. Riley, Kevin Sweeney

引用次数: 0

Management students create art: A novel approach to introducing supply chain ethics 管理专业学生创造艺术：介绍供应链道德的新方法

IF 1.9

Decision Sciences-Journal of Innovative Education Pub Date : 2024-02-08 DOI: 10.1111/dsji.12310

Amy David

引用次数: 0

Student engagement in synchronous online learning: Effectiveness of camera and chat/vote engagement methods 同步在线学习中的学生参与：摄像头和聊天/投票参与方法的有效性

IF 0.8

Decision Sciences-Journal of Innovative Education Pub Date : 2024-01-24 DOI: 10.1111/dsji.12309

Reynold E. Byers, Craig R. Carter, Yimin Wang

{"title":"Student engagement in synchronous online learning: Effectiveness of camera and chat/vote engagement methods","authors":"Reynold E. Byers, Craig R. Carter, Yimin Wang","doi":"10.1111/dsji.12309","DOIUrl":"10.1111/dsji.12309","url":null,"abstract":"The advent of the COVID-19 pandemic accelerated the need to conduct synchronous online instruction in which students and faculty were distributed geographically but aggregated digitally onto a single screen on a computer. This approach will likely persist into the future. Thus, a better understanding of how engagement approaches can be adapted to the synchronous online teaching environment is critical for future success. This research presents an experiment-based investigation into the effectiveness of two often-debated engagement approaches, namely, the camera-on and the vote/chat approaches in a synchronous online learning environment. We found that using individual engagement methods, such as requiring cameras to be on or using the vote and chat functions to elicit student responses, improves learning outcomes. Surprisingly, the combined use of these methods hinders student learning, and they perform no better than the control group where no specific engagement methods were required. We posit that the reason for this result is that too much engagement increases total cognitive load to a point where it is detrimental to learning.","PeriodicalId":46210,"journal":{"name":"Decision Sciences-Journal of Innovative Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139601067","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

ChatGPT and Python programming homework ChatGPT 和 Python 编程作业

IF 1.9

Decision Sciences-Journal of Innovative Education Pub Date : 2024-01-19 DOI: 10.1111/dsji.12306

Michael E. Ellis, K. Mike Casey, Geoffrey Hill

{"title":"ChatGPT and Python programming homework","authors":"Michael E. Ellis, K. Mike Casey, Geoffrey Hill","doi":"10.1111/dsji.12306","DOIUrl":"10.1111/dsji.12306","url":null,"abstract":"Large Language Model (LLM) artificial intelligence tools present a unique challenge for educators who teach programming languages. While LLMs like ChatGPT have been well documented for their ability to complete exams and create prose, there is a noticeable lack of research into their ability to solve problems using high-level programming languages. Like many other university educators, those teaching programming courses would like to detect if students submit assignments generated by an LLM. To investigate grade performance and the likelihood of instructors identifying code generated by artificial intelligence (AI) tools, we compare code generated by students and ChatGPT for introductory Python homework assignments. Our research reveals mixed results on both counts, with ChatGPT performing like a mid-range student on assignments and seasoned instructors struggling to detect AI-generated code. This indicates that although AI-generated results may not always be identifiable, they do not currently yield results approaching those of diligent students. We describe our methodology for selecting and evaluating the code examples, the results of our comparison, and the implications for future classes. We conclude with recommendations for how instructors of programming courses can mitigate student use of LLM tools as well as articulate the inherent value of preserving students’ individual creativity in producing programming languages.","PeriodicalId":46210,"journal":{"name":"Decision Sciences-Journal of Innovative Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139525709","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

Teaching virtual presentation with a theory-based feedback intervention: An experiential class project for the postpandemic era 基于理论的反馈干预虚拟演示教学：后流行时代的体验式课堂项目

IF 1.9

Decision Sciences-Journal of Innovative Education Pub Date : 2023-12-30 DOI: 10.1111/dsji.12307

Tuvana Rua, Zeynep G. Aytug

引用次数: 0