[AISWorld] [AJIS] New Section Published: Six articles on research into Educational Technology

[John Lamp]

Hi,

The Australasian Journal of Information Systems has just published its latest special section.

Do International Students Appreciate Active Learning in Lectures?
Mauricio Marrone, Murray Taylor, Mara Hammerle http://dx.doi.org/10.3127/ajis.v22i0.1334

Abstract
Active learning has been linked with increased student motivation, engagement and understanding of course material. It promotes deep learning, helping to develop critical thinking and writing skills in students. Less well understood, however, are the responses of international students to active learning. Using social constructivist theory, the purpose of this study is to examine domestic and international student perceptions of active learning introduced into large undergraduate Accounting Information Systems lectures. Several active learning strategies were implemented over one semester and examined through the use of semi-structured interviews as well as pre- and post- implementation surveys. Our results suggest broad improvements for international students in student engagement and understanding of unit material when implementing active learning strategies. Other key implications include international student preference for active learning compared with passive learning styles, and that international students may receive greater benefits from active learning strategies than domestic students due to social factors. Based on these findings this paper proposes that educators should seek to implement active learning to better assist and integrate students of diverse backgrounds.
Keywords active learning; lectures; international students; information systems; peer interaction; student engagement; collaborative learning

A Model to Investigate Preference for Use of Gamification in a Learning Activity
Justin Filippou, Christopher Cheong, France Cheong http://dx.doi.org/10.3127/ajis.v22i0.1397

Abstract
Applying the engaging and motivating aspects of video games in non-game contexts is known as gamification. Education can benefit from gamification by improving the learning environment to make it more enjoyable and engaging for students. Factors that influence students' preference for use of gamification are identified. Students are surveyed on their experiences of playing a gamified quiz, named Quick Quiz, during class. Quick Quiz features several gamification elements such as points, progress bars, leader boards, timers, and charts. Data collected from the survey is analysed using Partial Least Squares. Factors including 'usefulness', 'preference for use', 'knowledge improvement', 'engagement', 'immersion' and 'enjoyment' were found to be significant determinants. Students were found to have a preference for use for gamification in their learning environment.
Keywords gamification; student engagement; learning and teaching; higher education

Typology and Hierarchy of Students' Motivations to Use Technology in Learning
Kenneth J Stevens, Zixiu Guo, Yuan Li http://dx.doi.org/10.3127/ajis.v22i0.1492

Abstract
Considerable discussion has taken place in practice and academe regarding the need for changes to the educational system to better suit current student's approaches and preferences for technology use in learning. Much of this discussion involves assumptions about the current students (referred to by some as 'digital natives') preference for independent learning and that students are motivated in similar ways to use technology to achieve and support their preferred learning style. This study sought to better understand student's motivations for technology use in learning and whether assumptions about the homogeneity of motivations are warranted. We sought to identify students' motivation typology and any groupings within these typologies, and understand the inter-relationship between motivations. Using data collected from 16 Information Systems (IS) students via the Repertory Grid Interview technique (RGT), a cluster analysis segmented respondents into two distinct groups: 'Independent Learners' and 'Traditional Learners'. A hierarchical framework of technology use motivations was developed for each group using Interpretive Structural Modelling (ISM) and Cross-impact Matrix Multiplication Applied to Classification (MICMAC) was used to categorise each group's motivation factors. Results show that the two groups were driven to achieve the same learning goals by different paths and hence questioning the assumption of homogeneity in technology use motivations among the current student cohort.
Keywords digital technology enabled learning; motivations; digital natives; typology; hierarchical framework.

Towards a product independent ERP training model: An Insight from a literature review
Seyed Mohammad Motahar, Muriati Mukhtar, Nurhizam Safie, Muhamad Yusnorizam Ma'arif, Shima Mostafavi
http://dx.doi.org/10.3127/ajis.v22i0.1537

Abstract
ERP can be called as one of the most significant contributions of computer science and particularly information systems for the business environment which can support all complicated business process of an organisation including sale, purchase, warehouse and manufacturing into a single database. For such complex system like ERP, implementation involves much collaboration which raises the concern of the success of the project. Among most significant success and failure factors of ERP implementation cited in the literature are training and consultation. For many years the majority of ERP vendors promote their product specific training models as long-term and expensive allowing the organisation to gain knowledge of the ERP system and the way it handles the business process. However, recent studies showed that ERP training can be conducted in the short term and with minimum investment and yet to be effective. Findings triggered a signal and opened a new door for research to investigate vendor-independent training models that require limited investment in training and consultancy. This paper aims to provide an overview of the literature; highlighting the research methods and theories used by authors towards building ERP training models and methods.
Keywords ERP; ERP Training; ERP Teaching; ERP Learning

Investigating different patterns of student engagement with blended learning environments in Australian business education: Implications for design and practice
Graeme Pye, Dale Holt, Scott Salzman http://dx.doi.org/10.3127/ajis.v22i0.1578

Abstract
This research reports on a diverse student audience engaging in an Australian university's undergraduate commerce program core unit which was offered across three separate geographic campus locations and online. The research extends upon work undertaken on student engagement in online settings and lies in the domain of blended learning design and practice in the Australian higher education business context. The research adopted a dual-period surveying approach aimed at comparing patterns of student engagement within a major business subject offered in two different trimesters in one academic year. The survey analysis compared student perceptions of engagement with the subject and identified significant variations in patterns of engagement based on key background and demographic factors. Findings, inter alia, are presented across seven major student engagement dimensions as applied to the interplay between online and located/campus learning (i.e. Online Active Learning, Online Social Interaction, Online Collaboration, Online Teaching, Online Assessment, Online Relevance, and Online Contact with Staff). Implications for blended learning design, eLearning and practice in such complex environments involving diverse student audiences are examined.
Keywords Student engagement; blended learning; Australia; business education

Prescriptive Training Courseware: IS-Design Methodology
Elspeth McKay http://dx.doi.org/10.3127/ajis.v22i0.1675

Abstract
Information systems (IS) research is found in many diverse communities. This paper explores the human-dimension of human-computer interaction (HCI) to present IS-design practice in the light of courseware development. Assumptions are made that online courseware provides the perfect solution for maintaining a knowledgeable, well skilled workforce. However, empirical investigations into the effectiveness of information technology (IT)-induced training solutions are scarce. Contemporary research concentrates on information communications technology (ICT) training tools without considering their effectiveness. This paper offers a prescriptive IS-design methodology for managing the requirements for efficient and effective courseware development. To develop the methodology, we examined the main instructional design (ID) factors that affect the design of IT-induced training programs. We also examined the tension between maintaining a well-skilled workforce and effective instructional systems design (ISD) practice by probing the current ID models used by courseware developers since 1990. An empirical research project, which utilized this IS-design methodology investigated the effectiveness of using IT to train government employees in introductory ethics; this was a study that operationalized the interactive effect of cognitive preference and instructional format on training performance outcomes. The data was analysed using Rasch item response theory (IRT) that models the discrimination of people's performance relative to each other's performance and the test-items' difficulty relative to each test-item on the same logit scale. The findings revealed that IS training solutions developed using this IS-design methodology can be adapted to provide trainees with their preferred instructional mode and facilitate cost effective eTraining outcomes.
Keywords Information systems (IS)-design; instructional design; instructional systems design (ISD); workplace training; first principles of instruction; goal-based training education; component display theory (CDT); item-response-theory (IRT); Rasch model

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Call for Papers

AJIS publishes high quality contributions to the global Information Systems (IS) discipline with an emphasis on theory and practice on the Australasian context.

Topics cover core IS theory development and application (the nature of data, information and knowledge; formal representations of the world, the interaction of people, organisations and information technologies; the analysis, design and deployment of information systems; the impacts of information systems on individuals, organisations and society), IS domains (e-business, e-government, e-learning, e-law, etc) and IS research approaches.

Research and conceptual development based in a very wide range of epistemological methods are welcomed.

All manuscripts undergo double blind reviewing by at least 2 well qualified reviewers. Their task is to provide constructive, fair, and timely advice to authors and editor.

AJIS welcomes research and conceptual development of the IS discipline based
in a very wide range of epistemologies. Different types of research paper need to be judged by different criteria. Here are some assessment criteria that may be applied:

*       Relevance - topic or focus is part of the IS discipline.
*       Effectiveness - paper makes a significant contribution to the IS body of knowledge.
*       Impact - paper will be used for further research and/or practice.
*       Uniqueness - paper is innovative, original & unique.
*       Conceptual soundness - theory, model or framework made explicit.
*       Argument - design of the research or investigation is sound; methods appropriate.
*       Clarity - Topic is clearly stated; illustrations, charts & examples support content.
*       Reliability - data available; replication possible.
*       References - sound, used appropriately, and sufficient - appropriate AJIS articles referenced
*       Style - appropriate language, manuscript flows.

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

AJIS has been published since 1993 and appears in the Index of Information Systems Journals, is ranked "A" by both the Australian Council of Professors and Heads of Information Systems and the Australian Business Deans' Council.

In addition to web distribution, AJIS is distributed by EBSCO, it is listed in Cabell's International Directory and is indexed by EBSCO, Elsevier, Scopus and the Directory of Open Access Journals.

Thanks for the continuing interest in our work,

Cheers
John
@JohnWLamp
ORCID: 0000-0003-1891-0400
ResearcherID: A-3227-2008
ISNI: 0000 0003 5074 9223
Scopus AuthorID: 9840309500

Index of Information Systems Journals http://lamp.infosys.deakin.edu.au/journals/
Editor-in-Chief, Australasian Journal of Information Systems  http://journal.acs.org.au/index.php/ajis/

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Dr John Lamp
Associate Professor
Department of Information Systems and Business Analytics, Deakin Business School
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Deakin University
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john.lamp at deakin.edu.au<mailto:john.lamp at deakin.edu.au>
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