Teaching Tip: Active Learning in the IS Classroom: A Student Crowdpolling Exercise for IS Courses

Active learning pedagogy has many documented benefits, and while several positive examples of its recent use in STEM classes have led to better performance, greater diversity, more equity, and improved retention of underrepresented student populations, more research in IS and IT classrooms is needed. Most active learning exercises are in a traditional in-person format; however, the COVID-19 pandemic has created a demand for more online classes. Here we present an easy-to-adopt, active learning crowdpolling exercise that can be used for all modalities, including online, hybrid, and face-to-face, moreover, can be used throughout the semester or for a portion of it. The exercise creates a small crowdpolling results database that can be used to enhance student data literacy and teach a variety of IS topics such as database, systems analysis and design, and data analytics. An extended example of how it is used in the Introduction to IS course is provided

Massive omission of consent (MOOC): ethical research in educational big data studies

Ethical reviews of research plans function as a cornerstone of good research practice in order that no harm should come to participants. Ethical concerns have taken on a new salience in a digital world where data can be generated at scale. Big data research has grown rapidly, raising increased ethical concerns. Several intersecting areas of big data research exist within educational research, such as learning analytics, artificial intelligence (AI), and Massive Open Online Courses (MOOCs). In the current study, an investigation was made of peer-reviewed papers on MOOC teaching and learning to determine if they explicitly refer to (a) ethical considerations in their studies, and (b) obtaining formal ethical approval for their research. This investigation was accomplished through a review of MOOC-related, English-language papers available in Scopus database, over the course of a year. The review produced a total of 1,249 articles, of which, 826 articles related to empirical studies involving human participants where full text of the articles could be obtained. The string “ethic” was searched for within these articles, and resulting articles analyzed, which found that a small fraction, 42 articles (5.08%), mention ethics in relation to the study presented in the article, and only 13 articles (1.57%) explicitly mention obtaining formal ethical approval for the research. The findings show a lack of transparency in reporting on and/or engagement with ethical considerations in MOOC teaching and learning research. These findings indicate the need for further stakeholder engagement and sectoral dialogue in relation to ethics education and training for researchers; consideration of ethics in big data studies in education; and norms/policies in academic publishing for authors to report how ethical issues have been considere

Model konsep integriti ke arah peningkatan kualiti penilaian rakan (peer assessment)

mereka dalam sesuatu tugasan. Namun, penilaian rakan ini kurang diamalkan di institusi pengajian tinggi kerana kualiti penilaian ini masih diragui terutamanya dari aspek integriti pelajar sebagai penilai. Sehubungan itu, kajian ini mencadangkan satu model integriti ke arah peningkatan kualiti penilaian rakan. Kajian ini dijalankan menggunakan reka bentuk multiphase yang terdiri daripada tiga (3) fasa. Pada fasa I (Analisis dokumen dan temu bual), dokumen daripada tahun 2010 hingga 2018 telah digunakan dan temu bual daripada enam (6) pakar dalam bidang Pendidikan Teknikal dan Vokasional (PTV) telah memperoleh tiga (3) elemen integriti iaitu, Integriti Diri (Motivasi diri, keberanian, disiplin diri, dan ketelusan), Interaksi Sosial (Kejujuran, keadilan, konsisten, amanah, dan perpaduan), dan Komitmen Kerja (Usaha, tanggungjawab, dan etika). Bagi fasa II (Pembangunan instrumen) pula, teknik Modified Delphi (MD) digunakan bagi memperoleh konsensus daripada pakar mengenai item-item yang dibina. Hasil daripada persetujuan pakar MD terdapat 90 item digunakan dalam kajian rintis I dan dianalisis menggunakan Winsteps; dan 19 item telah disingkirkan. Seterusnya, Kajian rintis II dijalankan bagi tujuan mendapatkan kesahan dan kebolehpercayaan item yang digunakan menggunakan Exploratory Factor Analysis (EFA). Hasil analisis EFA mendapati 3 item bertindih dan disingkirkan bagi menjalankan fasa akhir. Pada Fasa III (Pembangunan model), sebanyak 543 soal selidik telah dianalisis dengan menggunakan Structural Equation Modelling (SEM-AMOS). Hasil Miximum Likelihood Estimates menunjukkan nilai C.R > ± 1.96 bagi pekali regresi antara integriti dan kualiti penilaian adalah positif dan signifikan (β = 0.85, C.R = 12.558, p < 0.001). Ini menggambarkan bahawa integriti mempengaruhi kualiti penilaian. Manakala, kesediaan memperuntukkan masa merupakan partial mediator (rc= 0.23) yang sederhana penting kepada integriti dan kualiti penilaian rakan secara tidak langsung. Namun, jantina merupakan full moderator kepada kesan integriti terhadap kualiti penilaian rakan kerana pelajar perempuan mendapatkan nilai Δχ2 = 16.754 lebih besar daripada 3.84 berbanding dengan lelaki iaitu nilai Δχ2 = 3.218. Model integriti boleh dijadikan sebagai satu model panduan yang digunakan oleh pensyarah bagi mengaplikasikan penilaian rakan secara sistematik dan meramalkan kemungkinan yang akan berlaku semasa aktiviti penilaian ini dijalankan

Εκπαιδευτικός σχεδιασμός Μαζικών Ανοικτών Διαδικτυακών Μαθημάτων (MOOC)

Η εργασία παρουσιάζει τον τρόπο σχεδιασμού, ανάπτυξης, εφαρμογής και αξιολόγησης ενός μαθήματος MOOC με τίτλο “Προγραμματισμός στο περιβάλλον του Scratch”. Ως βασικός σκοπός του μαθήματος τέθηκε η εισαγωγή των συμμετεχόντων στις βασικές δεξιότητες Προγραμματισμού στη γλώσσα Scratch. Αρχικά, πραγματοποιήθηκε μελέτη των απαραίτητων εννοιών και όρων, για την κατανόηση του θεωρητικού πεδίου, στο οποίο ανήκει ένα μάθημα MOOC. Η βιβλιογραφική ανασκόπηση πρόσφατων μελετών κατέδειξε τους παράγοντες, οι οποίοι παρεμβάλλονται ανάμεσα στους χρήστες και στα MOOCs και διαμορφώνουν τον βαθμό ικανοποίησής τους από αυτά. Μετά τη μελέτη των χαρακτηριστικών των πιο δημοφιλών πλατφορμών παγκοσμίως, επιλέχθηκε η πλατφόρμα της Udemy, ως η καταλληλότερη για την ανάπτυξη του μαθήματος, ενώ μετά τη βιβλιογραφική ανασκόπηση των χαρακτηριστικών των πιο διαδεδομένων και επιστημονικά τεκμηριωμένων μοντέλων σχεδιασμού, επιλέχθηκε το μοντέλο ADDIE για τον σχεδιασμό του MOOC, βάσει των αρχών του. Ο σχεδιασμός και η ανάπτυξη του μαθήματος στηρίχθηκε στις αρχές της κονστρουκτιβιστικής θεωρίας και συμπεριέλαβε αποτελεσματικές στρατηγικές, οι οποίες είναι πειραματικά τεκμηριωμένες. Το μάθημα δοκιμάστηκε σε ένα δείγμα 52 εκπαιδευτικών Πρωτοβάθμιας και Δευτεροβάθμιας εκπαίδευσης και αξιολογήθηκε από αυτούς μέσω διαδικτυακού ερωτηματολογίου. Η ανάλυση των αποτελεσμάτων κατέδειξε τη συνολική ικανοποίηση των συμμετεχόντων από τη συμμετοχή τους σε αυτό, προσφέροντας χρήσιμα στοιχεία για τα χαρακτηριστικά που πρέπει να συμπεριλαμβάνονται κατά τον εκπαιδευτικό σχεδιασμό αποτελεσματικών MOOCs. Περιορισμοί της έρευνας και προτάσεις για μελλοντική έρευνα περιλαμβάνονται στο τέλος της εργασίας.This study presents the design, development, implementation and evaluation of a Massive Online Open Course (MOOC) entitled “Programming in the Environment of Scratch”. The basic goal of the course was the introduction of the participants to the basic programming skills in the Scratch language. First, the necessary terms and concepts for the understanding of the theoretical context in which a MOOC belongs were studied. The literature review of recent studies pinpointed the factors that exist between users and MOOCs and decide their degree of satisfaction from them. After studying the characteristics of the most popular platforms worldwide, Udemy’s platform was chosen as the most appropriate for the development of the course, while after a literature review of the characteristics of the most well-known and scientifically supported design models, the ADDIE model was chosen for the MOOC’s design based on its principles. The design and development of the course was based on the principles of the theory of constructivism and included effective strategies that are experimentally validated. The course was tested on a sample of 52 teachers of a preliminary and secondary education and was evaluated by them via an online questionnaire. The analysis of the results showed the overall satisfaction of the participants from their participation and offered useful insights on the characteristics that the creation of effective MOOCs should exhibit. Limitations and suggestions for future research are included at the end of the study