Information Systems Course Research Articles

COMPARING STUDENT PERFORMANCE: ONLINE VERSUS BLENDED VERSUS FACE-TO-FACE

The purpose of this research was to perform a three way comparison of delivery modes for an introductory Management Information Systems course to determine if there existed a difference in student success among the delivery modes. The research compares student exam and final grade results in this class that was taught by the same instructor using face-to-face, blended and online delivery modes. An Analysis of Variance test was used on the exam and final grade data to determine if a significant difference existed. Additionally, a discussion of this class in relation to student satisfaction, learning effectiveness and faculty satisfaction is presented. This research demonstrates that there is no significant difference among delivery modes. Additionally, blended and online modes for this class do very well when measuring student satisfaction, learning effectiveness and faculty satisfaction.

Meninas na Computação: uma análise inicial da participação das mulheres nos cursos de Sistemas de Informação do estado de Alagoas

The significant difference between the percentage of men and women in Computer-related courses Is remarkable. In Order to understand the reasons for the low number and high degree of evasion of girls enrolled in this area, studies and projects have been developed, outlining actions to add more women to the field of technology. Thus, this article presents the levels of female participation in the Information Systems courses of the state of Alagoas, considering the number of entrantmen and the enrolled students, which results in very low percentages when compared to the number Of men in this field. From the initial results, intervention initiatives are proposed, aimed at attracting, retaining and increasing the representativeness of the female gender in Computing, discussing the professional and social equity between genders, in addition to delineating the Next steps of this work.

Topics for the Accounting Information Systems Course: A Dual Perspective Approach from Educators and Employers

ABSTRACT Researchers have studied which topics to address in the Accounting Information Systems (AIS) curriculum since the 1980s. Although previous studies have identified several core topics, they have noted that the rapid pace of technology calls for continued research. This study extends prior research by surveying and comparing the views of employers and AIS educators. Even though educators consistently rated the AIS topics higher in our survey than employers did, we find a general agreement between the two groups as to the relative importance of the topics. Educators and employers concur on core AIS topics, including spreadsheet skills, internal controls, and transaction processing/cycles and general ledger reporting. This is consistent with past research. On the other hand, the following areas have gained prominence among educators and employers: Sarbanes Oxley, encryption, SQL, ERP systems, Internet communication systems, and e-commerce. The findings of this study will assist AIS faculty in determining which content will be the most relevant to accounting majors.

Proposed Curriculum Guidelines for Masters Programs in EM With an IS Focus

Information systems (IS) in emergency management (EM) support situational awareness and agility during a disaster so that professionals do not only need to follow rigid pre-defined plans that might be unsuitable in the unfolding situation. To use IS effectively, managers need an understanding of the capabilities of these systems; this can be achieved through an appropriate set of educational courses. This article presents the results of the analysis of a survey that proposed EM and IS courses for master level programs. The survey was completed by 373 practitioners, academics and/or researchers with EM experience. All proposed courses were rated above a 4 on a 7-point scale for how essential they are to a curriculum. A qualitative analysis indicates that some low ratings were due to disagreement over the described course content. An unexpected finding was that a substantial number of respondents spontaneously expressed opposition to the use of IS for EM in general. Findings are discussed and a preliminary curriculum is proposed.

IT General Controls Testing: Assessing the Effectiveness of User Access Management

ABSTRACT The verification of Information Technology (IT) controls is a core responsibility of IT auditors. This case places the student in the role of an IT auditor assigned to test the operating effectiveness of a specific IT general control: user access management. In addition to learning about IT controls, the case introduces several Excel functions such as VLOOKUP, MATCH, INDEX, and various text functions. The student documents the results of the IT controls tests by completing a testing matrix and writing a memo. General controls, user access management, and Excel applications are all topics taught in Accounting Information Systems (AIS) and Audit courses. As such, instructors can use this case at the undergraduate or graduate level in an IT Audit, Accounting Information Systems, or Audit class.

Toward Teaching Innovation of Management Information System Courses: Challenges and Suggestions

Toward Teaching Innovation of Management Information System Courses: Challenges and Suggestions

Aula Faesa e storytelling: um estudo de caso sobre os impactos no rendimento escolar

ThehighereducationstudentskillsinBrazilhaschangedandtheschoolsandtheteachingpracticeitselfarealsochanging.Schoolsthatofferhighereducationcoursesareincreasinglyconcernedwiththepotentialoflearningthathasbeencreatingtheir own methodologies or different ways of dealing with this new student. The use of active methodologies, diagnosticevaluations and dynamic planning, are some of the encouraged guidelines for improving learning and consequentlyschoolperformance.ThepurposeofthisstudywastoanalyzetheAulaFaesaguidelinesandproposeatheoreticalmodeltovalidate the impact of some Faesa guidelines on a causal relation to student achievement, including the use of an activemethodology known as Storytelling. A quantitative research using questionnaires submitted to students from two classesof the Faesa Information Systems course was carried out in 2017. The results showed that all aspects of the Faesa Classcontribute positively to the student’s performance, except for the use of the forum that may was not well adapted to thediscipline.Attendancewasthemostimportantelementinthecontributionofstudentachievement

Use of mental models and cognitive maps to understand students’ learning challenges

Mental models and cognitive maps have been used in college business education as an instructional design technique, assessment tool, and learning strategy. The authors propose a novel use of mental models and cognitive maps as a device to elicit students’ challenges in learning the domain knowledge of a course. Such usage is illustrated in a management information systems course. This student-focused approach can help instructor to better understand students’ learning challenges and enhance teaching effectiveness.

Análise das atitudes e imagem em relação à estatística: um estudo comparativo com alunos da graduação

Este trabalho teve como objetivo analisar a imagem e as atitudes que os alunos de cursos superiores possuem em relação à Estatística, por meio de um estudo comparativo antes e depois de cursarem a disciplina. A investigação envolveu uma amostra de 101 alunos matriculados na disciplina de Estatística nos cursos de graduação de Administração, Ciências Contábeis e Sistemas de Informação de uma faculdade particular da região metropolitana de Porto Alegre. Contudo, para este artigo, foram apresentados somente os resultados das questões respondidas pelos alunos reprovados na disciplina. Para a análise dos dados, foram utilizadas ferramentas da Estatística Descritiva, e os resultados foram confrontados com o estudo validado por Cazorla et al (1999). Verificou-se, ao fazer esse estudo, que os estudantes ora possuem atitudes e imagem favoráveis ora desfavoráveis, o que vai ao encontro do estudo de Ragazzi (1976), o qual comprovou que, se os alunos aplicam os conceitos aprendidos em Estatística em situações reais, ou seja, se verificam a sua utilidade no cotidiano, eles tendem a ter atitudes favoráveis em relação à disciplina. Analogamente, as atitudes negativas podem desestimular os alunos, dificultando o processo de aprendizagem. Este fator pode estar ligado a outros fatores não contemplados por essa pesquisa, como: metodologia do professor, dificuldade de aprendizagem, ambiente de sala de aula, entre outros. Mesmo com esse tipo de comportamento, os alunos reconhecem a aplicabilidade dos conhecimentos estatísticos.

Efektivitas Strategi Inquiry Dalam Meningkatkan Hasil Belajar Mahasiswa Mata Kuliah Sistem Informasi Perbankan

<span>This study aims to know the student learning outcomes by using brainstorming method, conventional methods and knowing the difference between both of the 2 learning methods in the course of banking information systems . The objects are the students of semester V of Islamic Economics Program about 62 students with random sampling. In this research, the researchers succeeded in obtaining the values for the normality test in the experimental class on the pre-test obtained Lstat = 0.122, while in the post-test Lstat= 0,093 and for the control class on the pre-test Lstat = 0.129, while in the post-test 0.102, then the Ltabel = 0.159 with the two classes having the same number of students, means the data is normally distributed. For homogeneity test the value of pre-test obtained Fstat = 1.61 and the value of post-test diperleh Fhitung = 1.17, while for Ftabel = 1.84, which means the two samples each homogeneous. As for the hypothesis test t obtained price t count = 2.389 and ttable = 2,000. Which means t-stat > t-table, that is 2,389 > 2,000 means there are differences in learning outcomes in banking information system courses that are taught by brainstorming and conventional methods.</span>

Using Student-Generated Videos to Learn Internal Control in Accounting Information Systems Courses

Educators consider the video learning approach an effective method to deliver educational content as compared to the traditional method of books and written materials. This paper presents a project that involves student-generated videos to learn internal control in an undergraduate accounting information systems course. We believe that this video learning approach is an engaging way for students to be self-directed learners in learning internal control and complements the written materials in the textbook. The survey results show that most of the respondents viewed the learning experience of the video project positively. The results also indicate that the video project was effective in helping students to learn internal control. Students also commented that they will recommend other courses to adopt video learning.

The Creativity Challenge Game: An educational intervention for creativity enhancement with the integration of Information and Communication Technologies (ICTs)

Creativity enhancement is an educational objective. The integration of Information and Communication Technologies (ICTs) into the curriculum is another goal of many educators. In this study a creativity enhancement intervention was conducted with participants students (N = 90, 46 male, 44 female) of mean age M = 18.38, in an information systems course. A quasi-experimental design was employed and the proposed method included the extensive use of Facebook, a collaborative team structure, a game-like competitive environment, questions generation and answering. Creativity was measured with several pre-post divergent thinking tests. Academic achievement was obtained through exam results. Additional data were collected with online questionnaires. Results show that the intervention was overall effective in stimulating creativity. There was a statistically significant increase in fluency, flexibility, elaboration and originality, as measured by divergent thinking tests. Total student creativity calculated with the use of principal component analysis showed a significant positive link to academic achievement and ICT knowledge. Students with almost zero Facebook usage exhibited the highest levels of creativity followed closely by their peers with the highest Facebook usage. Creativity enhancement was not related to Facebook usage or ICT knowledge. Results and implications are discussed, and propositions for future research are offered.

Roles of perceived fit and perceived individual learning support in students\u2019 weblogs continuance usage intention

Weblogs (or blogs) are increasingly being used in higher educational contexts. Not much is known about the factors that influence students’ continued usage intention of weblogs. This study uses the expectation-confirmation model (ECM) as its background theoretical framework, and explores the roles of antecedent factors of perceived fit and perceived individual learning support in the research model. A cross-sectional survey was used to collect data from 108 undergraduate students taking a management information systems (MIS) course in a small university in Canada. Relevant hypotheses on the subject matter were formulated and tested. The partial least squares (PLS) technique was used for data analysis. The results strongly support the proposed hypotheses, indicating that perceived fit, perceived individual learning support, perceived usefulness, confirmation, and satisfaction have positive effects on students’ continued usage intentions of Weblogs. The findings of this study have practical and theoretical implications, which are succinctly discussed, and suggestions for future research outlined.

Transformative learning in designing algorithms for reporting information systems

This paper describes a teaching method that enables students to design efficient and effective algorithms for reporting information systems applications. Adopting the general principles of transformative learning, students are immersed in a series of activities and interventions to enable learning. The activities provided opportunities for students to design algorithms, also using knowledge gained during the interventions. The interventions allowed students to gain knowledge about the output data structures such as list, table, and cube; the sequence control structures that may take different execution times; and the assumptions such as source data tables and mapping rules—all of which can contribute to the design of efficient and effective algorithms. 88 undergraduate business students in an advanced information systems course learn the principles of designing algorithms through critical reflection and reinterpretation consistent with the principles of transformative learning. The algorithms designed by students reveal that attention to the output data structures, sequence control structures, and assumptions enables the design of efficient and effective algorithms.

How You Store Information Affects How You Can Retrieve It: A Fundamental Principle For Business Students Studying Information Systems And Technology

During the current period of rapid technological change, business students need to emerge from their introductory course in Information Systems (IS) with a set of fundamental principles to help them “think about Information Technology (IT)” in future courses and the workplace. Given the digital revolution, they also need to appreciate the role of information in business as well has how to meet the challenges involved in managing information effectively. This paper addresses both those needs by presenting a fundamental principle concerning information management: How you store information affects how you can retrieve it. The paper commences by presenting the principle in a manner that can be used to introduce it to the class. It continues by providing numerous concepts and examples that draw on the principle and that students are likely to encounter in the core IS course, subsequent courses, and their real-world use of technology. The paper concludes by raising a set of issues suitable for class discussion or exam questions.

Systems breakdown in recruitment at McCune Contracting

Synopsis Rachel Banning was assigned a new role in HR with the responsibility to update recruitment and orientation systems to meet the rapidly growing demand for manpower at McCune Contracting, an oilfield services provider in Alberta, Canada. McCune’s industry peers were competing to attract the same skilled employees, within a relatively small talent pool. The HR team was only a few short weeks away from the upcoming peak “turnaround season” when they would be expected to recruit and deploy 500 new temporary workers for their clients’ sites. Banning knew she had to take immediate actions to fix as many of the systems issues as possible and to eventually set the team up with a more permanent solution for systems integration. Research methodology The authors had access to McCune Contracting to complete field research for this case. Relevant courses and levels The case is designed for business students at both graduate and undergraduate levels. The case can be used in operations management courses to discuss the topic of process analysis and operations strategy or in management information system courses as a comprehensive case study for use at the end of the course. The case might particularly appeal to students who have worked in human resources management areas or the service industry. Theoretical bases Theoretical underpinnings include a process view of organizational performance, internal supplier and internal customer orientation, performance improvement, information systems integration and value chain analysis.

Introductory Information Systems Course Redesign: Better Preparing Business Students

Aim/Purpose: The dynamic nature of the information systems (IS) field presents educators with the perpetual challenge of keeping course offerings current and relevant. This paper describes the process at a College of Business (COB) to redesign the introductory IS course to better prepare students for advanced business classes and equip them with interdisciplinary knowledge and skills demanded in today’s workplace. Background: The course was previously in the Computer Science (CSC) Department, itself within the COB. However, an administrative restructuring resulted in the CSC department’s removal from the COB and left the core course in limbo. Methodology: This paper presents a case study using focus groups with students, faculty, and advisory council members to assess the value of the traditional introductory course. A survey was distributed to students after implementation of the newly developed course to assess the reception of the course. Contribution: This paper provides an outline of the decision-making process leading to the course redesign of the introductory IS course, including the context and the process of a new course development. Practical suggestions for implementing and teaching an introductory IS course in a business school are given. Findings: Focus group assessment revealed that stakeholders rated the existing introductory IS course of minimal value as students progressed through the COB program, and even less upon entering the workforce. The findings indicated a complete overhaul of the course was required. Recommendations for Practitioners: The subject of technology sometimes requires more than a simple update to the curriculum. When signs point to the need for a complete overhaul, this paper gives practical guidance supplemented with relevant literature for other academicians to follow. Recommendation for Researchers: Students are faced with increasing pressure to be proficient with the latest technology, in both the classroom where educators are trying to prepare them for the modern workplace, as well as the organization which faces an even greater pressure to leverage the latest technology. The newly designed introductory IS course provides students, and eventually organizations, a better measure of this proficiency. Future Research: Future research on the efficacy of this new course design should include longitudinal data to determine the impact on graduates, and eventually the assessment of those graduates’ performance in the workplace.

Empowerment of Small Medium Enterprises through Student Participatory Action Research in Implementation of Accounting Information System

Small Medium Enterprises (SMEs) as a vast growing industry are inhibited by its lack of resources, such as capital funding, skill, and technology. It leads to the lack of business information, which is important to be used in decision making process. Accounting Information System (AIS) will enhance their business information’s availability and reliability. SMEs need to be supported on designing their AIS. This article aims to propose a learning model in AIS course that could affect both students and community through a project based learning. Project based learning model will enhance, not only student’s cognitive ability, but also give them the opportunity to empower their community. This study is expected to help the student becomes both cognitive and affective excellence under-graduate. This study was conducted using a participatory action research which is a collaborative research that equitably involves all partners. The subject of this research is students of Accounting Information System course, Faculty Economics and Business, Soegijapranata Catholic University, Semarang, and the targeted community, which is small medium enterprises in Semarang. This research is conducted through four phases, i.e (i) observation; (ii) Analyzation and Design Planning; (iii) Actuating; and (iv) Evaluation and Monitoring.

Management strategies for active learning in AACSB accredited STEM discipline of CIS: evidence from traditional and novel didactic methods in higher education

The positive influence of active learning methods for Higher Education is widely studied and is well documented in the research literature. However, there is very little research on active learning impact on Association to Advance Collegiate Schools of Business (AACSB) accredited business programs which include a Science, Technology, Engineering, Mathematics (STEM) discipline such as Computer Information Systems (CIS) with very diverse student population demographics. For this study, the researchers focus on campus-level data particularly how active learning influences student learning in introductory College of Business computer information systems courses focused on information technology for management. In this study, the researchers investigate whether a relationship exists between the method of learning and the student reactions to instruction and courses. The survey instrument of choice for eliciting student feedback is the Individual Development and Educational Assessment (IDEA) and the time period that the surveys have been collected and analyzed is more than a decade about 12 academic years, 35 academic courses for traditional learning, and 37 academic courses for active learning. The results of the statistical analysis indicate that there is a significant positive impact for the student feedback reported with active learning methods compared to significantly lower results reported with traditional learning. The results provide important information to practitioners, researchers and educators on the positive impact of active learning methods on AACSB accredited business programs which include a STEM discipline such ascomputer information systems with very diverse student population demographics.

Technology as a Double-Edged Sword: From Behavior Prediction with UTAUT to Students’ Outcomes Considering Personal Characteristics

Aim/Purpose: We aim to bring a better understanding of technology use in the educational context. More specifically, we investigate the determinants of webinar acceptance by university students and the effects of this acceptance on students’ outcomes in the presence of personal characteristics such as anxiety, attitude, computer self-efficacy, and autonomy. Background: According to literature in information systems, understanding the determinants of technology use and their effect on outcomes can help ensure their effective deployment, which might yield productivity payoffs. Methodology: Data collection with an online quantitative questionnaire yielded to 377 valid responses from students enrolled in an undergraduate management information systems course. SPSS software allowed obtaining descriptive statistics and Smart-PLS was used for validity and hypotheses testing. Contribution: Previous studies assessed either the determinants of technology use or the effect of their use on students’ outcomes, and often omitted to assess the role of personal characteristics. This research fulfills the gap about the scarcity of studies that link goals to intentions and behavior, while considering personal cognitive characteristics. Findings: Results showed that performance expectancy, social influence, facilitating conditions, and voluntariness of use explained the behavioral intention and webinar usage. Some of these relationships were direct and others were moderated. Satisfaction was the only student outcome affected by the use of webinars. Anxiety, attitude, and autonomy are the personal characteristics that exerted direct and moderating effects on the relationships between the main variables of the research model. Recommendations for Practitioners: Results gave rise to interesting managerial recommendations for adopting technologies in universities. Among them, teachers are encouraged to promote the webinars’ advantages and to exert less pressure on students to use webinars. Recommendation for Researchers: On the theoretical side, we brought a holistic view of the use of technologies in higher education by linking goals to intentions and behavior, and integrating personal cognitive characteristics into the same model. Results allowed enriching the literature about technology adoption in the educational context. Future Research: Future research should follow closely the results of studies on generation Z to find better explanatory variables of technology adoption. We also propose to consider new variables from the updated technology acceptance models to further understand the derteminants of technology use by students.