Online IS Education for the 21st Century

Online teaching and learning have become increasingly common in higher educational institutions. These higher educational institutions realize the growing importance of online learning in information systems/information technology (IS/IT) education and are now offering online IS/IT courses and programs to students. However, designing, developing, teaching, and assessing an online IS/IT course effectively is often a challenge. Many IS/IT instructors are new to online teaching and need orientation and training for their own readiness in designing, developing, teaching, and assessing IS/IT courses in the online environment. It is recognized that effective faculty are key to student success in online courses and to the success of online programs (Meyer and Jones, 2012). Therefore, it is imperative that administrators and instructors of IS/IT courses and programs learn more of the best practices of online teaching for high student success. This support to instructors and administrators is the purpose of the Special Issue of the Journal of Information Systems Education

The Role of Delivery Methods on the Perceived Learning Performance and Satisfaction of IT Students in Software Programming Courses

More and more information technology (IT) programs are offering distance learning courses to their students. However, to date, there are a very limited number of published articles in the IT education literature that compare how different methods of delivering distance course relate to undergraduate students’ learning outcomes in IT software programming courses taught by the same instructor. Thus, we conducted a case study to assess the predictive relationships between distance course delivery method (face-to-face, satellite broadcasting, and live video-streaming) and students’ perceived learning performance and satisfaction in IT software programming courses taught by the same instructor. The results suggested that the choice of delivery method was related to students’ satisfaction and programming skill enhancement. However, we did not find a relationship between the delivery method and the students’ perceived learning performance. Specifically, the participants in the face-to-face delivery method group were more likely to feel satisfied with the delivery method than the students using the other two delivery methods (i.e., satellite broadcasting and live video streaming)

Revisão sistemática da investigação em ensino da programação em contexto de ensino superior não presencial

Os trabalhos de investigação, através de seus métodos científicos, proporcionam valiosos contributos para o avanço do conhecimento. Nesse contexto, a revisão sistemática da literatura ocupa um lugar de capítal importância no processo científico identificando, avaliando e recompilando dados. O propósito da presente investigação é mostrar até que ponto o estado actual do conhecimento sobre o ensino e a aprendizagem da programação abrange o âmbito do ensino superior não presencial. Para tal, realizou-se uma revisão sistemática da produção científica, caracterizando e sintetizando o state-of-the-art do conhecimento, abordando as duas grandes modalidades de educação: presencial e não presencial e analisando o corpus de literatura existente actualmente, dando prioridade à mais recente.Research, through its scientific methods, provides valuable contributions for the advancement of knowledge. In this context, the systematic literature review occupies a place of primary importance in the scientific process by identifying, assessing and gathering data. The aim of this research is to determine to which extent current knowneldge on the teaching and learning of the programming encompasses distance education. Thus, a systematic literature review was conducted, characterizing and synthesizing the state-of-the-art of the knowledge, distinguishing two major types of education: face-to-face and distance learning, and analyzing the current corpus of literature, giving priority to the most recent

Distance Learning and Student Satisfaction in Java Programming Courses

Student satisfaction with distance learning is impacted by a variety of factors, including interaction with the instructor and the structure of the course. In an earlier article, we determined that student satisfaction as measured by course evaluation scores in an online discrete mathematics course taught by the first author was not statistically significantly different from that of students in traditional versions of the same course. In this article we show that vastly different results are seen when the course evaluations for online and traditional sections of Java I and II programming courses are considered

Distance Learning and Student Satisfaction in Java Programming Courses

Student satisfaction with distance learning is impacted by a variety of factors, including interaction with the instructor and the structure of the course. Satisfaction with distance-learning courses also has a strong impact on retention. In an earlier article, we determined that student satisfaction as measured by course evaluation scores in an online discrete mathematics course taught by the first author was not statistically significantly different from that of students in traditional versions of the same course, supporting some previous studies on distance-learning student satisfaction. However, the model of distance-learning studied in our initial work is not the dominant model used for distance learning at the institution in question. In this article we obtain statistically significant results different from the earlier article when a distance-learning course that uses the dominant model is considered. In particular, the course evaluations for online and traditional sections of introductory Java programming courses varied in some notable ways