|Volume 29 Number 1, Winter 2018, is now published (see Current Issue section below). This issue contains five new articles: a teaching tip and a manuscript both addressing cross-cultural collaborative learning, a teaching case about the Target security breach, a teaching case for systems/database design, and a manuscript addressing student attitudes regarding IS graduate programs. Enjoy!|
|JISE is pleased to announce that the Search page is now up and running. You can search for articles based on keywords, authors, institutions, or titles. As previous volumes are added to the Archives page, the same content will be available through the search tool. In addition, the search page contains links to pre-created compilations covering topics such as Enterprise Systems and Programming.|
Teaching Tip: Adding Intercultural Communication to an IS Curriculum
Alanah Mitchell, Drake University
Rob Benyon, Rhodes University
Teaching Case: Security Breach at Target
Miloslava Plachkinova, University of Tampa
Chris Maurer, University of Virginia
Teaching Case: MiHotel: Applicant Processing System Design Case
Robert E. Miller, Central Michigan University
Paul Dunn, Central Michigan University
Student Attitudes toward Information Systems Graduate Program Design and Delivery
Mark F. Thouin, University of Texas - Dallas
William E. Hefley, University of Texas - Dallas
Srinivasan Raghunathan, University of Texas - Dallas
Enhancing and Transforming Global Learning Communities with Augmented Reality
Mark Frydenberg, Bentley University
Diana Andone, Politehnica University of Timisoara
Do Pair Programming Approaches Transcend Coding?:
Measuring Agile Attitudes in Diverse Information Systems Courses
Agile methods and approaches such as eXtreme programming (XP) have become the norm for successful organizations not only in the software industry but also for businesses seeking to improve internal software processes. Pair programming in some form is touted as a major functionality and productivity improvement. However, numerous studies show that simply placing two programmers side by side in front of a single computer screen is not enough. We must look at other factors such as programmer expertise, project preparation, and perceived solution quality to understand pair programming’s promises and pitfalls. In our study, we apply tailored programming challenges to a multifaceted group of first-year through senior Information Systems (IS) and non-IS majors to analyze how participant attitudes and perceived benefits of pair programming change from pre- to post-study, as well as determine whether the quality and functionality of the solutions differ across education levels and disciplines. Our findings identify attitude differences according to the interaction, not only among gender pairing in team formations, but also according to major composition. Findings also suggest that experience in problem solving and solution formation are more important than prior specific domain knowledge. Finally, participants’ sense of accomplishment and motivation, regardless of background or demographic, determined how much they improved on pair-programming tasks, which suggests that not all forms of attitude and perceived benefits contribute to solution quality as most traditional studies suggest.
Kuanchin Chen and Alan Rea
SCRUM-Based Learning Environment: Fostering Self-Regulated Learning
Academics teaching software development courses are experimenting with teaching methods aiming to improve students’ learning experience and learning outcomes. Since agile software development is gaining popularity in industry due to positive effects on managing projects, academics implement similar agile approaches in student-centered learning environments. In this paper we discuss teaching introductory programming based on SCRUM. Our learning environment, supported by a learning management system Doubtfire, fosters perceived autonomy and perceived competence by providing tools and opportunities for self-regulated learners to adjust their learning strategies. Evaluation of the learning environment revealed that students want to be in control of their learning.
Fostering Cooperative Learning with Scrum in a Semi-Capstone Systems Analysis and Design Course
Agile methods such as Scrum that emphasize on technical, communication, and teamwork skills have been practiced by IT professionals to effectively deliver software products of good quality. The same methods combined with pedagogies of engagement can potentially be used in the setting of higher education to promote effective group learning in software development classrooms. Therefore, the purpose of this study is to integrate both Scrum and cooperative learning guidelines into a system analysis and design classroom to promote the skills of teamwork, communication, and problem solving while learning system analysis and design methods. This integration was implemented in a sophomore semi-capstone design course where students were engaged in collaborative classroom activities. Two different approaches: overlapped approach and delayed approach were used in two different semesters for this implementation. Based on the analysis on student performance on the course, student reflections on their team performance, and student overall perceptions of the teaching approach, this study suggests that the integration of cooperative learning and Scrum serves as guidance for students to effectively analyze and design software solutions, as well as to reflect on their team performance and learning process. In addition, a delayed approach for Scrum implementation appears to effectively support student learning by providing better and earlier feedback.
Alejandra J. Magana, Ying Ying Seah, and Paul Thomas
A Three Cohort Study of Roleplay Instruction
for Agile Project Management
Agile Project Management methods and processes that emphasize action and feedback over planning continue to gain prominence for Information Systems projects. This topic is an ideal candidate to lead the evolution of project management instruction from teaching “about” to learning “how to”. This paper describes a roleplay simulation to instruct students in Agile project methods. This simulation is inspired by the Scrum Software Development Process, and has as its goal to teach key Agile project management competencies using first hand experiences. A study of efficacy across three cohorts of students is presented to contrast the roleplay instructional method with reading and lecture.
Origami: An Active Learning Exercise for Scrum Project Management
Scrum is a popular project management model for iterative delivery of software that subscribes to Agile principles. This paper describes an origami active learning exercise to teach the principles of Scrum in courses in management information systems. The exercise shows students how Agile methods respond to changes in requirements during project implementation, one of the four Agile principles, in a deeper manner than many agile active learning exercises. This learning activity uses an uncommon approach in agile exercises in that tasks are provided, estimates made, progress is measured and pivots to new tasks can be introduced based on task progress. All students were introduced to Scrum through two different lessons - one lecture-focused and one activity-focused. Students were surveyed after each lesson to determine lesson effectiveness. Students indicated they understood agile concepts after completing the exercise and found the activity engaging. Students’ perceptions of agile were similar for both lecture and activity lessons. The results from the study find that students’ perception of agile learning increased when they had the lecture followed by the activity. If class time is constrained to a single lesson then the activity would be more beneficial than the lecture. Detailed instructions are provided for instructors to complete this activity.
Christopher Sibona, Saba Pourreza, and Stephen Hill
Coping with Uncertainty in Agile System Development Course
Uncertain and ambiguous environments are commonplace in information systems development (ISD) projects, and while different agile frameworks welcome changes in organizational, technical, and business environments, the incurred uncertainty is known to negatively affect the development process and the quality of the final product. The effects of uncertainty on ISD projects have been studied in the past in real organizational contexts, but the effects of uncertainty on students in agile system development have received less attention from scholars. In this study, we measured the effects of experienced uncertainty on students’ performance in an agile system development course, and how uncertainty affected the quality of the system developed by the students using Scrum. We implemented the course using problem based learning (PBL) approach, and simulated uncertainty through various work environment reflecting concepts. Our study reveals that the effects of uncertainty are fairly similar among students and software professionals, and we identified three different coping strategies that students used with varying degrees of success. We present that learning approaches such as PBL enable a befitting environment for students to acquire hands-on experience in coping in uncertain environments, thus mitigating the problems they are likely to face in their work environments.
Toni Taipalus, Ville Seppänen, and Maritta Pirhonen
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 & service learning projects, technology selection & impact, and information security.
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 content, authorship of papers, readership, paper reviews, and Editorial Board membership.
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. Additional details are available regarding the submission process and the types of articles.
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