A Comparison of Open Source Tools for Data Science Exploratory Study of Effects of eLearning System Acceptance on Learning Outcomes Special thanks to members of AITP-EDSIG who perform the editorial and review processes for JISAR. 2016 AITP Education Speci

The journal acceptance review process involves a minimum of three double-blind peer reviews, where both the reviewer is not aware of the identities of the authors and the authors are not aware of the identities of the reviewers. The initial reviews happen before the conference. At that point papers are divided into award papers (top 15%), other journal papers (top 30%), unsettled papers, and non-journal papers. The unsettled papers are subjected to a second round of blind peer review to establish whether they will be accepted to the journal or not. Those papers that are deemed of sufficient quality are accepted for publication in the JISAR journal. Currently the target acceptance rate for the journal is about 40%. Questions should be addressed to the editor at [email protected] or the publisher at [email protected]. Special thanks to members of AITP-EDSIG who perform the editorial and review processes for JISAR. AITP Education Special Interest Group (EDSIG) Board of Directors Abstract End-user learning is an important element of Information Systems (IS) projects. End-user learning of software applications can constitute roughly 5% to 50% of project budgets. To lower costs and make learning more convenient for the end-users, organizations are largely utilizing online systems for the electronic delivery of such learning programs, referred to as Technology Mediated Learning (TML). In this learning format, before the end-users are able to immerse themselves in the actual learning program, they are first required to adopt and use an online learning system. Currently published IS research has two mature streams of publications: one stream focused on models of technology acceptance and usage that is based on the TAM (Technology Acceptance Model) model and a second stream based on the TML framework consisting of learning content, structures and outcomes. This research study aims to build and validate an empirical model extended from the TML framework with constructs from TAM. This extended model is validated and relationships are tested using survey data collected from an e-learning system used for teaching spreadsheet and database management software applications. The results indicate that the acceptance and usage of the e-learning system and the learning outcomes of mastering office productivity applications is related to individual characteristics and facilitating conditions that boost perceived ease of use and perceived usefulness. The results of this study have implications for both the TAM and TML research streams and also the design and use of elearning for software applications by IS practitioners

4 Co-Creating Value in Systems Development: A Shift towards Service- Dominant Logic 2012 AITP Education Special Interest Group (EDSIG) Board of Directors Journal of Information Systems Applied Research Editors JISAR Editorial Board Maximizing Visibility i

The journal acceptance review process involves a minimum of three double-blind peer reviews, where both the reviewer is not aware of the identities of the authors and the authors are not aware of the identities of the reviewers. The initial reviews happen before the conference. At that point papers are divided into award papers (top 15%), other journal papers (top 30%), unsettled papers, and non-journal papers. The unsettled papers are subjected to a second round of blind peer review to establish whether they will be accepted to the journal or not. Those papers that are deemed of sufficient quality are accepted for publication in the JISAR journal. Currently the target acceptance rate for the journal is about 45%. Questions should be addressed to the editor at [email protected] or the publisher at [email protected]. AITP Education Special Interest Group (EDSIG) Board of Directors Abstract Given a new product (a tuple), the research in this paper considers the problem of selecting a small subset of attributes to highlight such that the product stands out in a crowd of existing competitive products and is widely visible to the pool of potential customers. This problem has applications in marketing and product manufacturing and has been the subject of recent investigations. This research considers an important variant where a product is considered to be visible to a customer if it occurs in the skyline of the query posed by the customer. Given a set of d-dimensional points, a skyline query returns points that are not dominated by any other point on all dimensions. This problem variant poses new challenges that cannot be solved optimally using prior techniques. In this work, we develop a novel optimal algorithm based on the Signature Tree data structure as well as approximation algorithms to solve the problem. We conduct a performance study illustrating the benefits of our methods on real as well as synthetic data

Information Systems Education Journal In this issue: 4. Full Flip, Half Flip and No Flip: Evaluation of Flipping an Introductory Programming Course The Relative Efficacy of Video and Text Tutorials in Online Computing Education 44. Use of Failure in IS De

The Information Systems Education Journal (ISEDJ) is a double-blind peer-reviewed academic journal published reviewed published by ISCAP, Information Systems and Computing Academic Professionals. The first year of publication was 2003. ISEDJ is published online (http://isedj.org). Our sister publication, the Proceedings of EDSIGCon (http://www.edsigcon.org) features all papers, panels, workshops, and presentations from the conference. The journal acceptance review process involves a minimum of three double-blind peer reviews, where both the reviewer is not aware of the identities of the authors and the authors are not aware of the identities of the reviewers. The initial reviews happen before the conference. At that point papers are divided into award papers (top 15%), other journal papers (top 30%), unsettled papers, and non-journal papers. The unsettled papers are subjected to a second round of blind peer review to establish whether they will be accepted to the journal or not. Those papers that are deemed of sufficient quality are accepted for publication in the ISEDJ journal. Currently the target acceptance rate for the journal is under 40%. Information Systems Education Journal is pleased to be listed in the 1st Edition of Cabell's Directory of Publishing Opportunities in Educational Technology and Library Science, in both the electronic and printed editions. Questions should be addressed to the editor at [email protected] or the publisher at [email protected]. Special thanks to members of AITP-EDSIG who perform the editorial and review processes for ISEDJ. AITP Education Special Interest Group (EDSIG) Board of Directors Abstract This paper discusses how cloud computing can be leveraged to add value to academic programs in information systems and other fields by improving financial sustainment models for institutional technology and academic departments, relieving the strain on overworked technology support resources, while adding richness and improving pedagogical delivery of course content. A literature review on cloud definitions and how cloud paradigms are being implemented in academia is conducted. The author suggests that for smaller programs and institutions, cloud hosting of applications, services and platforms in support of information systems programs may be the only financially viable solution to course technology requirements. The impact of transitioning core information systems courses to a cloud paradigm is discussed, and examples of how the transition can improve course content and delivery are provided. Finally, details are presented on how a transition to the cloud is being accomplished in the information systems program of the school of continuing studies at the author's small liberal arts university

2017 AITP Education Special Interest Group (EDSIG) Board of Directors Information Systems Education Journal Editors 2016 ISEDJ Editorial Board Programming in the IS Curriculum: Are Requirements Changing for the Right Reason?

Abstract All curricula for any given academic discipline evolves over time. This is also true for the Information Systems (IS) model curriculum. Curriculum evolution is driven by several factors, such as changes in technologies, industry shifts to meet customer needs, and perceived student deficiencies. One outcome of such factors has been a change in the entry point into the IS major due to the perception that IS majors need a different method of entry from other computing majors (e.g., Computer Science (CS)). The current entry point for many IS majors is a programming course, often taken by a variety of majors. This paper addresses the question: is there a difference in performance in this initial programming course for students of different majors? More precisely, does major differentiate performance in the first programming course, such as CS1? The data clearly show this is not the case when there is a level playing field. The paper demonstrates that non-computing majors perform as well as computing majors given equal preparation. It is a misconception that changes to the IS curriculum are necessary when based on the belief that IS majors, as compared to other computing majors, need a different entry point. The data presented in this paper suggest the underlying presuppositions for IS curricular changes are misguided -supporting the need for preparation prior to a first programming course

A and Benyoucef M. Similarity and ties in social networks: A study of the YouTube social network

The journal acceptance review process involves a minimum of three double-blind peer reviews, where both the reviewer is not aware of the identities of the authors and the authors are not aware of the identities of the reviewers. The initial reviews happen before the conference. At that point papers are divided into award papers (top 15%), other journal papers (top 30%), unsettled papers, and non-journal papers. The unsettled papers are subjected to a second round of blind peer review to establish whether they will be accepted to the journal or not. Those papers that are deemed of sufficient quality are accepted for publication in the JISAR journal. Currently the target acceptance rate for the journal is about 40%. Questions should be addressed to the editor at [email protected] or the publisher at [email protected]. AITP Education Special Interest Group (EDSIG) Board of Director

Parental Perceptions and Recommendations of Computing Majors: A Technology Acceptance Model Approach Cloud-based Versus Local-based Web Development Education: An Experimental Study in Learning Experience Role-Playing and Problem-Based Learning: The Use of

Abstract For the past several years, there has been an increase in the number of job opportunities in the computing field. As a result, many schools and universities are facing a significant increase in the number of students seeking to major in one of several computing disciplines. This increase in the numbers and variety of majors in the computing field poses challenges for higher education institutions in the areas of advising, retention, scheduling, and enrollment management. This paper builds upon prior research documenting the association of personality type and affinity for a computing career, and proposes using personality testing early in a student's university experience by including it as one factor in the advising process. This study employs the Myers-Briggs Type Indicator (MBTI) as a tool to help students select an appropriate computing major better suited for their given personality. This initial exploratory study shows that there is a significant difference in personalities among computing majors, specifically in the area of introversion versus extroversion, and intuition versus sensing. Testing students early, before starting a specific major, allows institutions to provide better advising to students as they choose their major, with the goal of increasing retention, degree satisfaction and completion of the degree

The Application of Writing Across the Curriculum (WAC) Techniques in a Systems Analysis & Design Flipped Classroom 35. Themed Learning with Music and Technology 45. Assessing Faculty Perceptions and Techniques to Combat Academic Dishonesty in Online Cours

The Information Systems Education Journal (ISEDJ) is a double-blind peer-reviewed academic journal published reviewed published by ISCAP, Information Systems and Computing Academic Professionals. The first year of publication was 2003. ISEDJ is published online (http://isedj.org). Our sister publication, the Proceedings of EDSIGCon (http://www.edsigcon.org) features all papers, panels, workshops, and presentations from the conference. The journal acceptance review process involves a minimum of three double-blind peer reviews, where both the reviewer is not aware of the identities of the authors and the authors are not aware of the identities of the reviewers. The initial reviews happen before the conference. At that point papers are divided into award papers (top 15%), other journal papers (top 30%), unsettled papers, and non-journal papers. The unsettled papers are subjected to a second round of blind peer review to establish whether they will be accepted to the journal or not. Those papers that are deemed of sufficient quality are accepted for publication in the ISEDJ journal. Currently the target acceptance rate for the journal is under 40%. Information Systems Education Journal is pleased to be listed in the 1st Edition of Cabell's Directory of Publishing Opportunities in Educational Technology and Library Science, in both the electronic and printed editions. Questions should be addressed to the editor at [email protected] or the publisher at [email protected]. Special thanks to members of AITP-EDSIG who perform the editorial and review processes for ISEDJ. AITP Education Special Interest Group (EDSIG) Board of Directors Abstract Research utilizing the Theory of Planned Behavior to understand behavior should first elicit beliefs about the phenomenon from the target population. In order to understand the reasons why students choose to major or not major in Management Information Systems (MIS), we elicited beliefs from 136 students attending university in the United States and in Zambia. We employed a questionnaire with open-ended questions to elicit beliefs about majoring in MIS. The gender split of study participants was 52%-48% with a female majority and their ages ranged from 19 to 35. Using content analysis of the generated qualitative data, we identified 11, 5 and 9 categories of behavioral, normative and control beliefs respectively. The results of our study indicate that student beliefs about the MIS major and profession have changed over the past decade; students now favorably perceive the MIS job market and attach importance to the opinions of industry professionals when making the decision to major in MIS. Analysis of the ranked elicited beliefs shows that most students believe that the MIS degree grants them competitive advantage in the employment marketplace