Journal of Information Systems Education (JISE)

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The latest news and important highlights regarding JISE

Volume 32 Issue 3, Summer 2021, is now published (see Current Issue section below). This issue is a special issue on Social Media in Computing Education. The purpose of this special issue is to highlight research studies of social media in computing education, with the aim to discuss research findings, share good practices and practical experiences, and address the challenges of using social media in computing education. The special issue focuses on how social media in computing education is being used to transform teaching and learning practices in various educational contexts and settings. Enjoy!
JISE is pleased to announce that the Best Paper award for 2020 goes to "An Agile Framework for Teaching with Scrum in the IT Project Management Classroom" by Daniel E. Rush and Amy J. Connolly. The winner of the Best Paper Finalist award is "Constructive Use of Errors in Teaching the UML Class Diagram in an IS Engineering Course" by Ronit Shmallo and Tammar Shrot, and the winner of the Best Paper Honorable Mention award is "Teaching Tip: The Development of a Red Teaming Service-Learning Course" by Jacob A. Young. Details about the award process and selection criteria can be found on the Best Papers page.

Current Issue

Volume 32 Issue 3, Summer 2021

160 Social Media: Computing Education Perspective in Diverse Educational Contexts
Vasileios Paliktzoglou, University of Eastern Finland, Joensuu Campus
Solomon S. Oyelere, Luleå University of Technology
Jarkko Suhonen, University of Eastern Finland, Joensuu Campus
Nasibu R. Mramba, College of Business Education

166 Using a Modified Understanding by Design® Framework to Incorporate Social Media Tools in the Management Information Systems Curriculum for Generation Y and Z Students
Dana Schwieger, Southeast Missouri State University
Christine Ladwig, Southeast Missouri State University

176 Incorporating Big Data Tools for Social Media Analytics in a Business Analytics Course
Amir H. Zadeh, Wright State University
Hamed M. Zolbanin, University of Dayton
Ramesh Sharda, Oklahoma State University

199 Motivation in Gamified Social Media Learning: A Psychological Need Perspective
Kingsley Ofosu-Ampong, University of Ghana Business School
Richard Boateng, University of Ghana Business School
Emmanuel A. Kolog, University of Ghana Business School
Thomas Anning-Dorson, University of the Witwatersrand

213 Investigating Students’ Perception towards the Use of Social Media for Computing Education in Nigeria
Friday J. Agbo, University of Eastern Finland
Olayemi Olawumi, University of Eastern Finland
Oluwafemi S. Balogun, University of Eastern Finland
Ismaila T. Sanusi, University of Eastern Finland
Sunday A. Olaleye, University of Oulu
Kissinger Sunday, National Chengchi University
Emmanuel A. Kolog, University of Ghana Business School
Donald D. Atsa’am, University of Agriculture
Frank Adusei-Mensah, University of Eastern Finland
Ayobami Adegbite, Morgan State University
Funmilola W. Ipeayeda, Ajayi Crowther University

Forthcoming Papers

(hover over paper title to see the abstract)

Teaching Tip: A System to Automate Scaffolding and Formative Assessment while Preventing Plagiarism: Enhancing Learning in IS and Analytics Courses that Use Excel Abstract
Student learning benefits from individual support and feedback. This type of support does not scale well especially in large classes. A system was built to automate the delivery of individual support and feedback on Excel assignments in information systems and analytics courses. The system embeds instructional scaffolding in the distributed assignments then grades and provides formative assessment for students’ submitted assignments. Both the scaffolding and formative assessment help students advance in their understanding. To ensure that students do their own work, the system has highly visible controls to prevent plagiarism including the ability to generate and grade unique assignments for each student. The system promotes learning, prevents plagiarism, and eases faculty grading burdens. It has been fine-tuned over two years of continuous use with thousands of students. The software is freely available from the authors for academic use.

Raymond Frost, Vic Matta, and Lauren Kenyo
Teaching Case: Integrating Systems at We Build Stuff: Analysis and Design CaseAbstract
This teaching case presents a cross-team systems analysis and design case requiring integration of multiple, interdependent systems. Case deliverables are a mix of both traditional and agile methodologies. Students are introduced to methodology tools and techniques including data flow diagrams, use case diagrams, user stories, and entity-relationship diagrams as they complete the planning, analysis, and design steps for a new information system. Most Systems Analysis and Design textbooks include a stand-alone, independent system case to enhance learning for students. In the presented case, once the main steps are completed, student teams are then combined to integrate multiple interdependent systems for a company. This case emphasizes that most companies are moving toward a centralized data repository in systems development and that most systems within the company use the same data to accomplish different tasks. Teaching notes with student assignments and solutions are available through the JISE website.

Anne Powell and Connie Barber
Teaching Case: Analyzing Disney World Wait Time Data: A Lesson in Visualization using TableauAbstract
We present a case study to teach data visualization with Tableau in an introductory business analytics course. The case uses publicly available data sets from touringplans.com that record wait times for various attractions at Disney World in Orlando, Florida. In the case study, students use Tableau to clean, organize, and analyze wait time data, and to create data visualizations to illustrate how wait times are affected by several variables. Ultimately, students use their results to inform the client, a Disney travel agent, about when wait times are the shortest and longest. The case was piloted in a business analytics course; students reported finding the case study useful and interesting and were largely observed to meet the learning goals of the exercise.

Concetta A. DePaolo and Aimee Jacobs
Effectiveness of Educational Delivery Modes: A Study in Computer Information SystemsAbstract
Starting with the advent of the Internet, the concept of online distance education became a more vibrant and viable alternative and has grown rapidly. With the arrival of the COVID-19 pandemic and low-cost Internet-based videoconferencing, more hybrid options have become the standard in the current pandemic global environment. This study explores the evolution of student perceived effectiveness of online, hybrid, and on-ground course delivery methods so that when the pandemic abates, we can make better decisions on the viability of online and blended learning options. Survey results of over 400 students studying Computer Information Systems at three universities in 2017-2020 show that students have consistently perceived courses offered on-ground with an online supplement as being the most effective and such perception does not vary significantly based on age or gender. Students have the lowest perception of effectiveness for completely online courses. Moreover, the Computer Information Systems subject matter being taught does not change students’ perceived effectiveness of the instructional delivery methods.

Alan Peslak, Lisa Kovalchick, Wenli Wang, and Paul Kovacs
College-Based Career Interventions: Raising IT Employability and Persistence in Early Careers of IT Professionals Abstract
The aims of the current study are twofold. First, we examine the relationship between specific modalities of career interventions and initial employment in IT. Specifically, we take a skills and social learning perspective to distinguish between direct and vicarious experiences of career interventions and relate these experiences to IT employability and career persistence. We test our predictions using data drawn from the National Longitudinal Survey of Youth, 1997. Our findings suggest that cooperative education, internship and mentorship experiences increase the likelihood of initial IT employment. In addition, we find that internship and mentorship experiences engender persistence in IT careers. We discuss the implications our findings have on research and practice.

Tenace K. Setor and Damien Joseph
Designing Group Assignments to Develop Groupwork SkillsAbstract
The challenges of designing group assignments in university environments, with the aim of effectively developing teamwork skills, are well documented. It is often assumed that simply placing students in assignment groups will facilitate the development of the task and interpersonal skills necessary for teamwork. However, very often students circumvent this aim by dividing the assignment up and simply assembling the resultant work together at the end. This paper examines the impact of two innovative assessment approaches on the development of teamwork skills in a one semester UX (User Experience) module in a university business school. Students elected to attend either a one-day UX Hackathon or to create a tutorial on a topic relevant to User Experience Design (UXD). Both assignments required the submission of a video as the assignment report. The groupwork skills questionnaire (GSQ) was used to assess the impact of the two assignment types on students’ teamwork skills. Analysis of the results demonstrated students who attended the UX hackathon exhibited significantly improved task related teamwork skills over those who completed the tutorial assignment. Neither group exhibited an improvement in interpersonal teamwork behaviors as measured by this instrument.

Mairéad Hogan and Karen Young
First Course Programming Languages within US Business College MIS CurriculaAbstract
There are many factors to consider when selecting a first programming language for MIS. Determining the appropriate language for introductory MIS programming courses is challenging due to the lack of research guidance that addresses the specific context of programming in MIS curricula. This paper reports a summary of results from a survey that explores the languages used within introductory programming courses in US business colleges. Findings indicate that Python has emerged as the most popular language used in MIS curricula and that many of the languages currently in use have only recently been adopted. Moreover, there is both a transition from and transition to the Java language, possibly indicating a leading and trailing language transition wave. Emergent themes suggest that integration with other courses, industry demand, and faculty training and support are essential factors in the selection process.

Tim Smith and Leslie Jones

About JISE

ISSN#: 1055-3096 (print)
ISSN#: 2574-3872 (online)

The Journal of Information Systems Education (JISE) is a peer reviewed journal published quarterly that focuses on IS education, pedagogy, and curriculum including (but not limited to) model curriculum, course projects/cases, course materials, curriculum design & implementation, outcomes assessment, distance education challenges, capstone learning projects, and technology selection & impact.

The mission of JISE is to be the premier journal on information systems (IS) education. To support that mission, JISE emphasizes quality and relevance in the papers that it publishes. In addition, JISE recognizes the international influences on IS education and seeks international input in all aspects of the journal, including authorship, reviewing, and Editorial Board membership. The five-year average acceptance rate is 22%.

JISE operates as a Diamond Open Access journal. This means that there are no subscription fees, no submission/processing fees, and no publication fees. All papers published in JISE have undergone rigorous peer review. This includes an initial editor screening and double-blind refereeing by three or more expert reviewers. JISE follows industry standard ethical guidelines for all aspects of operations (submissions, reviews, editing, publishing, etc.). Additional details are available regarding the submission process and the types of articles.

EDSIGCON

The EDSIG Conference on Information Systems and Computing Education (EDSIGCON) is a peer-reviewed conference for academic professionals and institutions of higher learning focused on Information Systems education including (but not limited to) model curriculum, assessment, distance education challenges, capstone and service learning projects, and information systems research geared toward educators. EDSIGCON 2021 in Washington DC was a great success! EDSIGCON 2022 will be held in Clearwater, Florida in early November 2022. Check out edsigcon.org for full details regarding the call for participation, key dates, and more which will be available in the near future.

Copyright Information

Copyright © Information Systems and Computing Academic Professionals (ISCAP). Permission to make digital or hard copies of all or part of this journal for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial use. All copies must bear this notice and full citation. Permission from the Editor is required to post to servers, redistribute to lists, or utilize in a for-profit or commercial use. Permission requests should be sent to the Editor at editor@jise.org.

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