Introductory Database Research Articles

Exploring the role of a microlearning instructional approach in an introductory database programming course: an exploratory case study

Exploring the role of a microlearning instructional approach in an introductory database programming course: an exploratory case study

Identification of factors influencing the quality of life in European Union countries evaluated by Principal Component Analysis

In the paper we evaluate the quality of life in European Union countries. The introductory database is made up of 19 variables which, in our view, appropriately capture numerous spheres of human life. The reference date for this data, taken from the Eurostat database is April 10, 2021. The Principal Component Analysis that we have used in this paper is not rare in the conditions of multivariate statistics, however, when evaluating the quality of life, it is not much used. Many authors dealing with the topic take advantage of the traditional questionnaire survey and the points-based approach when analysing data. Our objective was to demonstrate that the Principal Component Analysis can be used in evaluating quality of life, especially if it is necessary to evaluate a significant number of variables and select factors with the highest impact. Apart from the main objective-the identification of factors most impacting the quality of life in European Union countries, we also focused on the comparison of countries as per particular main factors and searched for what caused differences between them. Quality of life is also reflected in the subjective perception of responders' happiness. We were concerned to know whether the evaluated data would indicate that the feeling of happiness increases along with prosperity , or does not depend on growing prosperity at a certain stage.

VLDB Panel Summary

Database education is at an inflection point. With the surge of interest in all things "data", enrollments in traditional database courses are at an all time high. At the same time, the rise of Data Science as a discipline has led to the creation of new courses whose content significantly overlaps that of an introductory database course (e.g. data preparation, cleaning, SQL). Students from all across campus aspire to take data science courses, even with limited Computer Science backgrounds. This juxtaposition of content and proliferation of audiences is causing many database educators to question what we should be teaching in our data-oriented courses, and what resources we should use to teach them.

The educational impact of using mobile technology in a database course in college

PurposeNowadays, when mobile devices are actively evolving and penetrating the various spheres of human activity they have a potential to modernize and facilitate the sphere of IT education as well. This paper aims to test the hypothesis stating that introduction of mobile technology to the college-level database course for future IT specialists has a positive academic impact on students.Design/methodology/approachThe main theoretical premises for the present study were the general findings of the surveys by Hinze et al. (2017) and Bowen and Pistilli (2012) indicating that: using mobile tools to work on classroom projects improves student’s academic success students, especially those from computing specialties, actively turn to mobile tools in their academic activity students favor the Android and iPhone platforms and prefer native mobile apps to Web-based mobile apps The key idea of the present study was to validate these general premises in the specific case of the college-level database class. Namely, the authors formulated a hypothesis that Android-based mobile devices have a positive impact on the IT students’ academic performance and interest in the subject at the college-level introductory database lessons. Throughout the study, the authors examined both quantitative (students’ scores and attendance rate) and qualitative aspects (students’ and teachers’ opinions) of the hypothesis.FindingsBased on the experiment’s positive outcome resulting in students’ increased academic performance and interest in the subject, the authors conclude that in the context of the college-level database course mobile devices can successfully substitute traditional desktop computers and positively affect students’ academic activity.Originality/valueBased on the experiment’s positive outcome resulting in students’ increased academic performance and interest in the subject, the authors conclude that in the context of the college-level database course mobile devices can successfully substitute traditional desktop computers and positively affect students’ academic activity.

Errors and Complications in SQL Query Formulation

SQL is taught in almost all university level database courses, yet SQL has received relatively little attention in educational research. In this study, we present a database management system independent categorization of SQL query errors that students make in an introductory database course. We base the categorization on previous literature, present a class of logical errors that has not been studied in detail, and review and complement these findings by analyzing over 33,000 SQL queries submitted by students. Our analysis verifies error findings presented in previous literature and reveals new types of errors, namely logical errors recurring in similar manners among different students. We present a listing of fundamental SQL query concepts we have identified and based our exercises on, a categorization of different errors and complications, and an operational model for designing SQL exercises.

Using active learning strategies in teaching introductory database courses

Learning databases for the university undergraduate students is an essential part of their education in computer science and related fields as it emphasizes theoretical and practical aspects of dat...

A top down approach to an introductory database systems course using web applications

This paper describes a top down approach to teaching an introductory database systems course. The content of the course is focused around multiple web applications that act as teaching instruments and provide discussion points during the semester. Web application program analysis and development are main components of the course, in addition to the traditional objectives of an introductory database course. The course also has a continued emphasis on security throughout. By the end of the semester, students are well versed in both database systems and web application development. Having these skill sets are beneficial to students for both employment and further studies.

Impact d’une approche d’enseignement/apprentissage mixte sur les résultats des apprenants. Cas d’un cours de bases de données

There are different methods and approaches to teaching/learning. None of them can be valid in all learning situations. Rather it is by combining, in a variable way, according to the conditions and the appropriate needs to each of these situations, that we can get the maximum of results. In this paper we present the pedagogical approach used in the context of our introductory database course provided to the computer science students of our institution ; approach combining learning from examples in a situation of problem solving, formative evaluation and cooperative learning ; this combination is intended to overcome the difficulties that can find students in the learning of the fundamental concepts of relational database. Our purpose is to make theoretical knowledge more accessible for students and stimulate them to seek knowledge desire.

Collaborative and multilingual approach to learn database topics using concept maps.

Authors report on a study using the concept mapping technique in computer engineering education for learning theoretical introductory database topics. In addition, the learning of multilingual technical terminology by means of the collaborative drawing of a concept map is also pursued in this experiment. The main characteristics of a study carried out in the database subject at the University of the Basque Country during the 2011/2012 course are described. This study contributes to the field of concept mapping as these kinds of cognitive tools have proved to be valid to support learning in computer engineering education. It contributes to the field of computer engineering education, providing a technique that can be incorporated with several educational purposes within the discipline. Results reveal the potential that a collaborative concept map editor offers to fulfil the above mentioned objectives.

An Integrative Business Case Utilizing An Online Database

This paper describes a unique business case that is an integration of topics in accounting information systems, managerial accounting, economics, and marketing into a single comprehensive student project on the internet. The project described gives students experience using an online database and php coding to interact with this database. The problem also involves demand functions and profit maximization with elementary calculus. The information system used is a website that assists a company employee in setting prices of products for optimal profit, given information concerning demand function parameters, costs, and marketing options. Although this project was used in an accounting information systems course, it could also be utilized in other courses such as introductory database management systems, managerial accounting, or introductory information technology. The project can be easily modified to align with the experience and sophistication of the students.

An Internet-based Accounting Information Systems Project

This paper describes a student project assignment used in an accounting information systems course. We are now truly immersed in the internet age, and while many required accounting information systems courses and textbooks introduce database design, accounting software development, cloud computing, and internet security, projects involving the actual integration of these topics with accounting concepts in a single comprehensive student project on the internet are uncommon. The project described gives students experience and knowledge of an internet-based accounting system using an online database. Although this project was used in an accounting information systems course, it could also be utilized in other courses such as introductory database management systems, advanced web design, financial technology systems, or introductory information technology. The project can be easily modified to align with the experience and sophistication of the students taking the course.

Smart, Innovative and Plagiarism-deterrent Assessments

Designing creative and effective Learning and Teaching material is always a challenge. To prepare innovative assessments, which at the same time deter students from plagiarism, may not always be an easy task to the instructors. This paper highlights the importance of smart assessments whose format can be adapted to all modes and forms of learning & teaching, and which would discourage students from indulging in plagiarism. The paper also presents a model assignment which can have numerous case-based solutions, any two of which would never be the same unless in case of blatant plagiarism. An added advantage of our assignment format is that it can be effectively administered both in interactive as well as distance learning environments. The format presented in this paper can be adopted in any discipline; however our implementation is carried out to an introductory Database Systems course. The assignment presented in this paper, on the basis of student feedback, is regarded to be very effective, detrimental to plagiarism and was liked and appreciated by the students who returned a higher approval rate.

USING SQL DEVELOPER DATA MODELER AND MICROSOFT ACCESS FOR TEACHING DATABASE MODELING AND DESIGN

Entity Relationship Diagrams (ERD) seems like a dying art, but many proponents believe that they should be the starting point of all software development projects. A new data modeling tool developed by Oracle could change the way data modeling in taught in today's classrooms. The powerful and easy to use tool that supports ERD allows a student to learn the entire cycle from logical to relational and finally to the physical design of the database. We present the way the tool was introduced in an introductory database management class. It is our belief that students can develop a higher level of expertise on the difficult concepts of database modeling and design with the aid of this tool.

A Formative Assessment Tool for Conceptual Database Design Using UML Class Diagram

Database design is one of the main topics of any introductory database course. Traditionally, for teaching it entity-relationship diagrams (ERD) are used. However, in the last years, Unified Modeling Language (UML) has emerged as an effective modeling tool for database design. In this paper we present a web-based tool designed to give support to teaching and learning conceptual database design using UML class diagrams. The proposed UML environment is an effective tool for formative assessment since it is capable of correcting automatically UML class diagrams exercises providing immediate feedback to the student. The tool is part of a more general framework, denoted ACME, which provides the main functionalities of an e-learning platform. The tool has been used in a first experimental group of an introductory database course

Database Security: What Students Need to Know

Introduction Database technologies are a core component of many computing systems. They allow to be retained and shared electronically and the amount of contained in these systems continues to grow at an exponential rate. So does the need to insure the integrity of the and secure the from unintended access. The Privacy Rights Clearing House (2010) reports that more than 345 million customer records have been lost or stolen since 2005 when they began tracking breach incidents, and the Ponemon Institute reports the average cost of a breach has risen to $202 per customer record (Ponemon, 2009). In August 2009, criminal indictments were handed down in the United States to three perpetrators accused of carrying out the single largest security breach recorded to date. These hackers allegedly stole over 130 million credit and debit card numbers by exploiting a well known database vulnerability, a SQL injection (Phifer, 2010). The Verizon Business Risk Team, who have been reporting breach statistics since 2004, examined 90 breaches during the 2008 calendar year. They reported that more than 285 million records had been compromised, a number exceeding the combined total from all prior years of study (Baker et al., 2009). Their findings provide insight into who commits these acts and how they occur. Consistently, they have found that most breaches originate from external sources, with 75% of the incidents coming from outside the organization as compared to 20% coming from inside. They also report that 91% of the compromised records were linked to organized criminal groups. Further, they cite that the majority of breaches result from hacking and malware often facilitated by errors committed by the victim, i.e., the database owner. Unauthorized access and SQL injection were found to be the two most common forms of hacking, an interesting finding given that both of these exploits are well known and often preventable. Given the increasing number of beaches to database systems, there is a corresponding need to increase awareness of how to properly protect and monitor database systems. At its core, database security strives to insure that only authenticated users perform authorized activities at authorized times. It includes the system, processes, and procedures that protect a database from unintended activity. The Defense Information Systems Agency of the US Department of Defense (2004), in its Database Security Technical Implementation Guide, states that database security should provide controlled, protected access to the contents of your database and, in the process, preserve the integrity, consistency, and overall quality of your data (p. 9). The goal is simple, the path to achieving the goal, a bit more complex. Traditionally database security focused on user authentication and managing user privileges to database objects (Guimaraes, 2006). This has proven to be inadequate given the growing number of successful database hacking incidents and the increase in the number of organizations reporting loss of sensitive data. A more comprehensive view of database security is needed, and it is becoming imperative for students in the computing disciplines to develop an understanding of the issues and challenges related to database security and to identify possible solutions. Database security is often included as a topic in an introductory database course or introductory computer security course. However as the knowledge base related to database security continues to grow, so do the challenges of effectively conveying the material. Further, many topics related to database security are complex and require students to engage in active learning to fully comprehend the fundamental nature of database security issues. This paper presents a set of subtopics for inclusion in a database security component of a course. These sub-topics are illustrated using a set of interactive software modules. …

A light-weight software engineering approach to developing small-scale information systems using .NET 2.0

Applied database management systems (DBMS) courses that require information systems projects present formidable challenges to both students and instructors. Students assume the twin responsibilities of (1) learning major theoretical concepts (e.g. the relational model, data modeling, database design, and standard structured query language (SQL)) while (2) mastering the syntax and semantics of a specific complex technology (e.g. MySQL, Oracle, MSSQL). Dealing with the project problem domain also adds to demands on student time and understanding. Consequently, instructors are increasingly challenged to organize course content, technology instruction, and project resources so that students can complete non-trivial course projects in a reasonable time frame. This tutorial will introduce a light-weight software engineering approach to guiding student project development in an introductory database management systems course. This iterative and incremental approach to database programming projects is predicated on the database application principle of firm separation of logic via the N-tier model and the software engineering tenet of well-specified requirements. Students enrolled in an introductory DBMS course follow this methodology to complete GUI client/server team projects. Database and software engineering skills and understanding developed in this course are then applied to more substantive 2- and 3-tier individual projects in an advanced DBMS course and team projects in a capstone software engineering course.

Teaching database in an integrated oracle environment

This paper describes the approach used to teach the database course to undergraduate majors. The curriculum is structured to provide two courses in sequence to teach the database technology to both the computer science (CS) and information systems (IS) majors in an integration-driven Oracle environment. In a team-oriented approach, a comprehensive project is tackled by beginning with part project at the introductory database level, which culminates in the integration of the whole project at the advanced database level. There is strong evidence, especially from the student evaluation, that the approach has resulted in better acquisition of database concepts and practice.

Ethics across the computer science curriculum: Privacy modules in an introductory database course

This paper describes the author's experience of infusing an introductory database course with privacy content, and the on-going project entitled Integrating Ethics Into the Database Curriculum, that evolved from that experience. The project, which has received funding from the National Science Foundation, involves the creation of a set of privacy modules that can be implemented systematically by database educators throughout the database design thread of an undergraduate course.

A translation of the one-to-one relationship for introductory relational database courses

The translation of the one-to-one relationship from the Entity/Relationship model to the relational model while preserving one-to-one correspondence between the members of the participating entity sets is a topic that has been neglected in introductory database textbooks. In this paper, we provide a simple method, intended for students taking a first course in relational database design, that accomplishes this without introducing nulls or violating the relational model.

Learning about data integration challenges from day one

I describe the format of the new version of an introductory database course that I taught at the University ofWashington inWinter, 2003. The key idea underlying the course is to expose the students to some of the challenges that arise when working with and integrating data from multiple database systems and applications.