Management Information Systems Course Research Articles

Implementation Of Android-Based Learning Media In System Courses Management Information

The Community Service Partner (PkM) is AMIK Depati Parbo Kerinci, where the problem that occurs is that the learning media used is still conventional, such as lecturers providing material and assignments orally and in writing. Apart from that, if the lecturer is unable to attend, the material and assignments are delegated to the teaching team, sometimes making students not understand the content of the material. This PkM activity aims to implement an Android-based e-task application in the Management Information Systems course, which is an online learning system used for Android-based student assignment applications. This system was created using the Android Studio programming language, and uses the Waterfall method with system development tools, namely Unified Modeling Language (UML). Apart from that, the current learning process still uses a one-way method, namely the source of knowledge only comes from lecturers, making students less independent in learning because nowadays there are quite a lot of learning media models, one of which is Android-based learning media. The result of this activity is increased student independence in the teaching and learning process because it uses learning media in the form of an Android-based e-task application so that there is innovation in learning to make students more enthusiastic, creative and active in learning both online and offline.

Going the distance: project management issues in a cycle hire project

Research methodology The case was devised using both primary and secondary data sources. Primary sources of data consisted of in-depth interviews with individuals using the cycle hire project. The researcher also had first-hand experiences of using the cycles. The case study has been tested with undergraduate and graduate students taking management information systems courses. Case overview/synopsis This teaching case study charts the London cycle hire project, mostly from its first inception in July 2010, right through to the planned expansion of electric cycles from Summer 2022. The main aim of the case is to introduce students to project management challenges which are part of the London cycle hire project. While the project was filled with enthusiasm from its early beginnings, various challenges were encountered including issues associated with the project procurement/sourcing process, software and technical problems, as well as other project management issues. Problems became so severe in 2011 that the service provider was hit with a penalty and had to make critical project improvements. Would these accountability measures prompt the service provider to resolve these issues? How would the service provider go about undertaking a fact-finding exercise to verify the existence of the challenges and address them to ensure renewed project success? Complexity academic level The case was written for classes at both the undergraduate and graduate levels. The focus of the case is particularly well suited for exploring topics and issues relating to types of information systems, project management and accountability, multiple global supplier procurement, as well as challenges associated with hardware integration and software design. While the case was targeted at MIS students, the case study would also be effective for an introductory level project management course or a general management course. The subject of the case, the bicycle rental program, is likely to appeal to students, and the basic underlying business issues, processes and objectives of the project are easily understood.

Developing the Students’ Critical Thinking in Management Information System Courses through the Inquiry Method

One of the essential abilities expected to be created and grown after students take a specific class is the ability to think critically, which becomes an indicator of learning quality. Critical thinking skills are essential in life, which can be used to solve problems and issues, and will make a lifelong learner. This study aims to analyze the significance of the influence of the implementation of the inquiry method in improving students' critical thinking skills in the Management Information Systems course. The research was conducted on 168 students taking the Management Information Systems course in the Management Studies program at Universitas Muhammadiyah Sumatera Utara, but 113 returned questionnaires. The data analysis technique used is descriptive statistical analysis techniques and simple regression. The results showed a positive and significant effect of implementing the inquiry method on students' critical thinking skills in the management information system course. Meanwhile, the R Square value is 0.642, which means that the influence exerted by the inquiry method in increasing students' critical thinking is 64.2%. This can be used as a recommendation to improve the students' necessary thinking skills.

Human-Computer Interaction Design for Emerging Technologies

This article presents a multifaceted case for the inclusion of the important Human-Computer Interaction (HCI) subject matter at both the graduate and undergraduate levels of the Association of Information Systems (AIS) model curricula. Based on the presentations and discussions during a panel at the 2003 Americas Conference on Information Systems (AMCIS), we first present the rationale for incorporating HCI materials in Management Information Systems (MIS) curricula. Second, we present a list of relevant and important HCI knowledge and skills that our students need for effective careers. Third, given the limited number of credit hours available to each MIS program, we explore several strategies and options for the integration of HCI into current and future MIS courses. Finally, drawing upon teaching experiences of the authors, we provide pedagogical suggestions for teaching HCI to undergraduate and graduate students.

The Effects of Management Information Systems Course on The Industry 4.0 Conceptual Awareness Level of Prospective Managers of Digital Businesses

The Effects of Management Information Systems Course on The Industry 4.0 Conceptual Awareness Level of Prospective Managers of Digital Businesses

Employment of Technological-Based Approaches for Creative E-Learning; Teaching Management Information Systems

One of the most critical areas of concern in the online learning process is to design engaging courses that are easy to follow and interactive to keep the audience attracted when there is no in-person communication between instructor and learner. Online courses may be challenging for learners, instructors, and institutions as well. However, the employment of creative approaches incorporates into online training strategies aims to make learning more interactive for learners. This case study discusses the employment of a range of creative e-learning strategies and online technological tools to deliver knowledge in a virtual environment based on collaborative learning, learning by doing, and team-based learning techniques. Common challenges of e-learning faced by the instructor and learners and the way they are approached are also discussed. The introduced approach has been employed in a Management Information Systems course as a case study.

Role of Internet Self-Efficacy and Interactions on Blended Learning Effectiveness

ABSTRACT Blended learning is widely adopted by organizations where a blend of online component complements the traditional face-to-face learning. Despite its popularity, research on developing a model for blended learning effectiveness is limited. This paper develops and validates a research model for blended learning effectiveness by investigating the role of engagement on perceived learning effectiveness. Further, the role of internet self-efficacy (personal factor) and interactions (environmental factors) on various dimensions of engagements are examined through the lens of social cognitive theory. A total of 246 postgraduate Indian students participated in a Management Information Systems course. Structural equation modeling is used to validate the research model empirically. It is found that the internet self-efficacy and the interaction factors are positively related to the engagement dimensions, which further positively affects the perceived learning effectiveness. Moreover, perceived learning effectiveness is positively related to student scores. Theoretical and practical implications are discussed.

Analysis of Student Motivation in Online Learning for the Tourism and Hospitality Management Information System Course during the Covid-19 Pandemic

Abstract : The global pandemic of the infectious disease COVID-19 has caused concern for all citizens of the world. Not only in the health sector, but also in other sectors, be it trade, economy, security, politics, transportation, and education. The policy of closing schools and colleges had to be taken to prevent the spread of the Coronavirus. Even though at the beginning of the pandemic, some countries are still trying to open schools as usual. However, in the end, due to the increasingly widespread pandemic, measures to close schools and universities had to be taken to save the education sector. The purpose of this study is to analyze students' online learning motivation in the Tourism and Hospitality Management Information System practice course which is usually carried out in a computer laboratory during the global pandemic of the COVID 19 infectious disease. This research will be conducted using a descriptive qualitative research design.. Positive responses from the lecture aspect, the ability of lecturers, facilities, and infrastructure also have a positive effect on student motivation in undergoing online lectures. The level of activity and motivation is high with the average percentage of student attendance in 1 semester reaching 92% and the collection of assignments is 85% . However, the limited financial ability of students so that the ability to buy devices is not sufficient and geographical conditions with minimal internet connections are the main obstacles to online lectures.

AN EMPIRICAL INVESTIGATION OF FACTORS RELATED TO STUDENT PERFORMANCE IN ACCOUNTING INFORMATION SYSTEMS

This study examines the association between several motivation, distraction, effort, and prior-ability factors and student performance in an undergraduate Accounting Information Systems (AIS) course. The study aims to identify motivation and distraction factors with the purpose of emphasizing the former and discouraging the latter in the AIS course. It also aims to expand on the scare literature that exists on student performance in AIS courses. In this study, the intended grade in the course and the intention to take the CPA exam or to attend graduate school do not appear to motivate students to improve their performance in the AIS course. The number of work hours, and work type or course load do not show any significant negative association to student performance. The effort that students exert studying for the course has some significant positive association with student performance. Overall GPA and the grade obtained in the prerequisite Management Information Systems course are strong predictors of student performance in the AIS course. Keywords: Accounting Information Systems; AIS; motivations; efforts; distractions; prior abilities; student performance.

Innovation farm: Teaching artificial intelligence through gamified social entrepreneurship in an introductory MIS course*

ABSTRACTIn the past few years, an increased use of artificial intelligence (AI) by businesses across a range of industries has led to greater demand for employees with AI skills. This raises the question of how educators can introduce AI technologies to undergraduate business students while also developing their higher‐order thinking skills and preparing them for the complex challenges facing today's business leaders. At the same time, we have also witnessed a growing interest in social entrepreneurship among our student population. To address both needs, we designed and implemented the “Innovation Farm,” a gamified social entrepreneurship startup project, to help students learn the concepts and applications of AI in an introductory management information systems (MIS) course. The students work in teams to propose AI‐powered products and services targeting real‐world social issues. The project cultivates social awareness and empathy in students, fosters innovation, and introduces them to current AI technologies while also reinforcing their understanding of MIS course content. Students found the gamified approach engaging, as they are tackling real‐world social issues while also learning about innovation, collaboration, branding, and fundraising for a social startup. Students reported positive outcomes related to innovating using technology, making an impact through real‐world projects, and practicing their teamwork and leadership skills.

Developing CRMSys at SoftTel: Traditional or agile?

ABSTRACT The increasing popularity of agile software development has significantly changed the way organizations plan, design, and implement software applications. However, considering the complexity involved with software development, the decision to choose an agile approach over the traditional waterfall approach is not straightforward. Organizations should carefully evaluate a variety of factors when choosing a development approach. In this teaching case study, the authors provide a discussion case to facilitate the students’ learning of using agile vs. traditional approaches in software development. This case study is developed based on experiences of multiple real-world software development projects and the literature on software development. It is designed to reflect the complexities students are likely to encounter in actual software development projects. The case can be used in undergraduate or graduate level management information systems courses that cover agile software development approaches. Students can gain an understanding of factors to consider when choosing a development approach, which tailors to the organization, the project environment, and the project team.

Finding the Active Learning Consequences of Management Information System Course: Case Study of Postgraduate and Undergraduate Students

Finding the Active Learning Consequences of Management Information System Course: Case Study of Postgraduate and Undergraduate Students

The Effect of Teacher Competence, Learning Motivation, and Family Environment (Role of Parents) on Student Learning Achievement in Pap 2019 in Management Information System Course

The Effect of Teacher Competence, Learning Motivation, and Family Environment (Role of Parents) on Student Learning Achievement in Pap 2019 in Management Information System Course

New Findings on Student Multitasking with Mobile Devices and Student Success

Aim/Purpose: This paper investigates the influence of university student multitasking on their learning success, defined as students’ learning satisfaction and performance. Background: Most research on student multitasking finds student multitasking problematic. However, this research is generally from 2010. Yet, today’s students are known to be digital natives and they have a different, more positive, relationship with mobile technologies. Based on the old findings, most instructors ban mobile technology use during instruction, and design their online courses without regard for the mobile technology use that happens regardless of their ban. This study investigates whether today’s instructors and learning management system interface designers should take into account multitasking with mobile technologies. Methodology: A quasi-experimental design was used in this study. Data were collected from 117 students across two sections of an introductory Management Information Systems class taught by the first author. We took multiple approaches and steps to control for confounding factors and to increase the internal validity of the study. We used a control group as a comparison group, we used a pre-test, we controlled for selection bias, and we tested for demographic differences between groups. Contribution: With this paper, we explicated the relationship between multitasking and learning success. We defined learning success as learning performance and learning satisfaction. Contrary to the literature, we found that multitasking involving IT texting does not decrease students’ learning performance. An explanation of this change is the change in the student population, and the digital nativeness between 2010s and 2020 and beyond. Findings: Our study showed that multitasking involving IT texting does not decrease students’ performance in class compared to not multitasking. Secondly, our study showed that, overall, multitasking reduced the students’ learning satisfaction despite the literature suggesting otherwise. We found that attitude towards multitasking moderated the relationship between multitasking and learning satisfaction as follows. Individuals who had a positive attitude towards multitasking had high learning satisfaction with multitasking. However, individuals who had positive attitude toward multitasking did not necessarily have higher learning performance. Recommendations for Practitioners: We would recommend both instructors and the designers of learning management systems to take mobile multitasking into consideration while designing courses and course interfaces, rather than banning multitasking, and assuming that the students do not do it. Furthermore, we recommend including multitasking into relevant courses such as Management Information Systems courses to make students aware of their own multitasking behavior and their results. Recommendation for Researchers: We recommend that future studies investigate multitasking with different instruction methods, especially studies that make students aware of their multitasking behavior and its outcomes will be useful for next generations. Impact on Society: This paper investigates the role of mobile multitasking on learning performance. Since mobile technologies are ubiquitous and their use in multitasking is common, their use in multitasking affects societal performance. Future Research: Studies that replicate our research with larger and more diverse samples are needed. Future research could explore research-based experiential teaching methods, similar to this study.

Redesigning an Information Systems Course for MBA Students

Master of Business Administration (MBA) students positively evaluate an Information Systems (IS) course inclusive of a real-world business project compared to one that does not. Blooms' Digital Taxonomy was used to redesign learning concepts covered in an MBA IS course by shifting from "Remembering" to "Applying" as the best teaching method for adult business professionals. A real-world group business project included in an accelerated online MBA program improved online evaluations; integrating IS concepts embedded within actual business processes resulted in a positive perception of the Management Information Systems (MIS) course. Our findings align well with Knowles' theory of Andragogy concerning the learning motivation of adult students. MBA IS Instructors must use experiential learning methods in a problem-solving context so that students understand the "Why" of the impact of essential IS business processes. This knowledge has immediate and lasting effects on student careers.

Effectiveness of e-learning: the mediating role of student engagement on perceived learning effectiveness

PurposeThis study extends the literature on the effectiveness of e-learning by investigating the role of student engagement on perceived learning effectiveness (PLE) in the context of Indian higher education. Further, the impact of personal factors (Internet self-efficacy (ISE)) and environmental factors (information, system and service quality parameters) on various dimensions of student engagement (behavioral, emotional and cognitive) is studied through the lens of social cognitive theory (SCT).Design/methodology/approachAn online management information systems (MIS) course is delivered to a batch of 412 postgraduate students. An online survey was conducted to measure the factors affecting their PLE. In addition to the survey, a summative assessment is conducted to evaluate the students in terms of their marks to assess their achievements (actual learning). Covariance-based structural equation modeling (CB-SEM) is used to validate the developed research model.FindingsIt is discovered that the IS (information system) quality parameters (environmental factors) positively impact PLE. The ISE affects the PLE through the mediating effect of all the dimensions of student engagement. Furthermore, there exists a positive relationship between PLE and student marks.Originality/valueThis study develops a research model using personal and environmental factors to understand PLE through the lens of SCT and then empirically validates it. The psychological process from the students' ISE to the PLE is explained through the mediating effects of various dimensions of engagement. Further, it is found that the PLE is positively related to student marks.

Problem-Based Learning Strategy: Its Impact on Students’ Critical and Creative Thinking Skills

<p style="text-align:justify">The ability to think critically and creatively is essential for students to be able to face the challenges of the industrial revolution 4.0. Lectures must be designed to enhance students’ critical and creative thinking skills. This study aims to examine the implementation of problem-based learning in learning management information systems courses to improve students critical and creative thinking skills. The research design carried out was classroom action research. The subject in this study was students of Economics Education, Faculty of Economics, Universitas Negeri Semarang. The research was conducted in April-May 2019. The procedure for implementing class action research are two cycles (plan, action, observation, and reflection). The research data was taken by observation and interview methods. The data analysis method used is descriptive quantitative and qualitative methods. The results showed that two class action research cycles were well implemented. The application of the problem-based learning method can improve students’ critical and creative thinking skills. Students are able to solve a given case by doing the right analysis and being able to provide alternative solutions. Students consider the learning process to be more exciting and challenging. Students can express their opinions well in front of the class. The implication of this research is that lecturers can apply PBL with various combinations of learning strategies to improve students' critical and creative thinking skills.</p>

Enabling IT Self-leadership in Online Education

Aim/Purpose: This paper investigates the factors contributing to student IT self-leadership in online education using an exploratory study. Specifically, our goal was to understand whether the instructors’ transformational IT leadership and the students’ personal innovativeness with IT contributed to student IT self-leadership. Background: The study was conducted in an online course. While today’s students are expected to be IT natives, they still lack the skills to find and learn technologies on their own. This is problematic for both online education and students’ future careers. Directed-teaching methods are not appropriate to solve this kind of problem, a more constructivist teaching method is appropriate. We recommend that instructors adopt transformational IT leadership to set norms around technology use, to be role models in using online course technologies with utmost knowledge, and to encourage and support the students in their use of IT. Methodology: An exploratory research is conducted with 46 students in an online management information systems course at a public university. The data were analyzed using PLS structural equation modeling technique. Contribution: This paper introduces the unique concepts of student IT self-leadership and instructors’ transformational IT leadership by adapting concepts from the self-leadership and transformational leadership theories. IT self-leadership refers to the ability to intentionally influence one’s own thinking, feeling, and actions toward the use of IT to reach one’s work and life goals. To increase IT self-leadership, students should try new technologies as much as possible. Instructors should set up norms about trying new technologies, troubleshooting one’s own issues, and play a supportive and encouraging role, rather than employing directed-teaching methods. Findings: IT self-leadership skills are the ability to intentionally influence one’s own thinking, feeling and actions towards the use of IT to reach one’s work and life goals. The findings show that instructors’ transformational IT leadership as well as students’ innovativeness with IT contributes to students’ IT self-leadership. Recommendations for Practitioners: Practitioners may consider exhibiting transformational IT leadership skills including (1) giving encouragement about IT use, (2) fostering trust, (3) encouraging thinking about IT problems in new ways, (4) being clear about their values about IT by practicing what they preach in their IT use, and (5) inspiring students by being highly competent in IT. Potential ways that the instructors can exhibit these skills are discussed in the paper. Recommendation for Researchers: Researchers are recommended to include IT-self leadership of both students and instructors in their investigations on learning success. Furthermore, the inclusion of transformational IT leadership in new studies of teaching and learning success is recommended. Impact on Society: This paper includes students as part of the solution to challenges students face in online courses rather than treating them like passive recipients of educational changes. Thereby, it helps teachers and students to work together for a better solution to educational disruptions. Future Research: Studies should be conducted to determine other antecedents and outcomes of IT self-leadership. Research is needed on specific ways practitioners can increase their IT transformational leadership. While this paper introduced how the instructor of the exploratory study provided transformational IT leadership, more than one way of reaching each goal was practiced. Future research should test the connection between each transformational IT leadership behavior presented here and its outcome.

The impact of personality in recognizing disinformation

Purpose The purpose of this paper is to investigate and quantify the effects of personality traits, as defined by the five-factor model (FFM) on an individual’s ability to detect fake news. The findings of this study are increasingly important because of the proliferation of social media news stories and the exposure of organizational stakeholders and business decision makers to a tremendous amount of information, including information that is not correct (a.k.a. disinformation). Design/methodology/approach The data were collected utilizing the snowball sampling methodology. Students in an Management Information Systems course completed the survey. Since a diverse sample was sought, survey participants were instructed to recruit another individual from a different generation. The survey questions of the FFM identify particular personality traits in respondents. Survey respondents were given a collection of nine news stories, five of which were false and four that were true. The number of correctly identified stories was recorded, and the effect of personality traits on the ability of survey respondents to identify fake news was calculated using eta-squared and the effect size index. Findings Each of the five factors in the FFM demonstrated an effect on an individual’s ability to detect disinformation. In fact, every single variable studied had at least a small effect size index, with one exception: gender, which had basically no effect. Therefore, each variable studied (with the exception of gender) explained a portion of the variability in the number of correctly identified false news stories. Specifically, this quantitative research demonstrates that individuals with the following personality traits are better able to identify disinformation: closed to experience or cautious, introverted, disagreeable or unsympathetic, unconscientious or undirected and emotionally stable. Originality/value There is scant research on an individual’s ability to detect false news stories, although some research has been conducted on the ability to detect phishing (a type of social engineering attack to obtain funds or personal information from the person being deceived). The results of this study enable corporations to determine which of their customers, investors and other stakeholders are most likely to be deceived by disinformation. With this information, they can better prepare for and combat the impacts of misinformation on their organization, and thereby avoid the negative financial impacts that result.

The Effectiveness of Learning Media Developed With the Kahoot Application on the Subject of Management Information System

From the lecture conditions of management information systems, it was found that the learning media used were less attractive and less interactive. Learning is centered on the teacher through a blackboard or presentation. Students become less motivated and tend to be bored in class. The development of learning media is carried out by the 4D method, namely Define, Design, Develop and Disseminate. Kahoot is a game-based interactive learning platform that can be used as educational technology in schools. Kahoot is an appropriate platform for developing learning media for management information systems courses. After developing learning media using kahoot, researchers found that learning activities in the classroom became more interesting and interactive and motivated students to learn. To determine the effectiveness of the use of instructional media, effectiveness tests are carried out. Based on the pre-test, it was found that 28 students obtained an average score of 64.29. Then after the learning media implementation test was carried out, a post-test assessment was conducted and an average score of 79.82 was obtained. There is an increase in scores after using learning media. So, it can be concluded that the learning media developed is effective in improving learning out-comes.