Predicting Academic Performance: A Systematic Literature Review

The ability to predict student performance in a course or program creates opportunities to improve educational outcomes. With effective performance prediction approaches, instructors can allocate resources and instruction more accurately. Research in this area seeks to identify features that can be used to make predictions, to identify algorithms that can improve predictions, and to quantify aspects of student performance. Moreover, research in predicting student performance seeks to determine interrelated features and to identify the underlying reasons why certain features work better than others. This working group report presents a systematic literature review of work in the area of predicting student performance. Our analysis shows a clearly increasing amount of research in this area, as well as an increasing variety of techniques used. At the same time, the review uncovered a number of issues with research quality that drives a need for the community to provide more detailed reporting of methods and results and to increase efforts to validate and replicate work.Peer reviewe

Information Systems Scholarship: An Examination of the Past, Present, and Future of the Information Systems Academic Discipline

This dissertation investigates the topic of scholarship in the Information Systems (IS) discipline through a series of three papers. The papers, presented in Chapters 2, 3, and 4, each delve into a specific chronological period of IS scholarship which are delineated into the past, present, and future. Chapter 2 elucidates the IS discipline’s ‘past’ by categorizing the entire corpus of extant research in the Association of Information Systems Senior Scholars’ Basket of eight journals. Clusters derived from these mainstream journal publications represent a thematic identity of the IS discipline. After analyzing the corpus altogether, further analysis segments the corpus into shorter, 5-year periods to illuminate the historical evolution of the themes. Lastly, interpretations of the trends and a recommendation to curate an IS Body of Knowledge are discussed. Chapter 3 surveys business school deans and IS academics eliciting their ‘present’ social representations of the IS discipline. It then seeks the two groups’ feedback regarding their level of agreement with concerns attributed to the IS discipline as summarized in Ives and Adams (2012). Group responses are evaluated independently and are juxtaposed for between-group analysis. Then, additional concerns are gathered to ensure the full range of issues are represented. Network topic maps illustrate the findings, and interpretations are discussed. Group differences suggest that IS academics are more critical of the IS discipline than business school deans. In Chapter 4, an alternative research approach is offered for conducting ‘future’ scholarship efforts in the IS discipline. A framework that organizes discourse on the emergent crowdsourced research genre is constructed. Prior to building the framework, a crowdsourcing process model is developed to conceptualize how problems and outcomes interact with the crowdsourcing process. The internal process components include task, governance, people, and technology. Then, the crowdsourcing process model is applied to eight general research process phases beginning with the idea generation phase and concluding with the apply results phase. Implementation of the crowdsourced research framework expounds phase-specific implications as well as other ubiquitous implications of the research process. The findings are discussed, and future directions for the IS crowd are suggested

Laying the Foundation: Digital Humanities in Academic Libraries

Laying the Foundation: Digital Humanities in Academic Libraries examines the library’s role in the development, implementation, and instruction of successful digital humanities projects. It pays special attention to the critical role of librarians in building sustainable programs. It also examines how libraries can support the use of digital scholarship tools and techniques in undergraduate education. Academic libraries are nexuses of research and technology; as such, they provide fertile ground for cultivating and curating digital scholarship. However, adding digital humanities to library service models requires a clear understanding of the resources and skills required. Integrating digital scholarship into existing models calls for a reimagining of the roles of libraries and librarians. In many cases, these reimagined roles call for expanded responsibilities, often in the areas of collaborative instruction and digital asset management, and in turn these expanded responsibilities can strain already stretched resources. Laying the Foundation provides practical solutions to the challenges of successfully incorporating digital humanities programs into existing library services. Collectively, its authors argue that librarians are critical resources for teaching digital humanities to undergraduate students and that libraries are essential for publishing, preserving, and making accessible digital scholarship.https://docs.lib.purdue.edu/purduepress_ebooks/1032/thumbnail.jp

Abstracts: HASTAC 2017: The Possible Worlds of Digital Humanities

The document contains abstracts for HASTAC 2017

The Effect of Motivation on Student Persistence in Online Higher Education: A Phenomenological Study of How Adult Learners Experience Motivation in a Web-based Distance Learning Environment

The purpose of this study was to investigate the role of motivation in the persistence of adults enrolled in online higher education. Since the 1990’s, online courses and programs have proliferated across higher education, with adults (ages 25 and over) currently making up the largest portion of online enrollments. Online courses, however, suffer from a higher rate of student attrition than their hybrid and face-to-face counterparts. Although it is difficult to attribute the high rate of attrition in online education to any one factor, research has identified a lack of motivation as a primary cause of student dropout. Likewise, studies have shown that when motivation is present, learners are more likely to persist in their coursework. In order to develop a deeper understanding of this issue, a phenomenological approach was chosen as the most appropriate method for this study. Participants for this study were at least 25 years of age and were enrolled in an online class at a large public university in the Mid-Atlantic region of the United States. In adhering to the phenomenological method, open-ended, in-depth interviews were used to investigate how adult learners experience motivation in online higher education. Transcendental phenomenological analysis was then used to determine the essence of this experience. During the first stage of this process, twelve distinct themes emerged from the data, including Relevance and Applicability, Communication, Flexibility, and Instructor Presence. During the next stage, three additional structural themes were identified: Relation to Self, Relationship with Others, and Time. During the final stage of analysis, the essence of this experience was revealed as the participants’ Goal Commitment and their Need for Guidance. Key findings from this study include the confirmation of motivation as a critical component in the persistence of adult online learners. In addition, a number of factors were identified as key facilitators and barriers to persistence in adults learning online. In developing an in-depth understanding of the link between motivation and persistence in this particular sample of learners, the results of this study may potentially contribute to addressing the overall larger problem of high rates of attrition in online higher education