Understanding the Paradox of Information Systems (IS) Case Studies

This research aims to understand the mediating roles of learning engagement, learning process, learning experience and their impacts towards students’ learning outcomes through case study pedagogy. Using data collected from the 2013 cohort of Information Systems (IS) classes at RMIT University Vietnam, findings were based on students’ responses to survey items on whether localized real case studies have positive influence on student engagement (in skill, emotional, participation, and performance), learning process (students’ approach on knowledge), and learning experience (students’ opinion on feedback from classmates and lecturer). The research further explored how these mediators affect students’ learning outcomes in group performance and individual’s perceptions of group learning. Structural equation modeling was used to test the causal model. Analysis revealed that case knowledge and case perception had positive influences on students’ skill and emotional engagement. However, only case knowledge had a positive impact on the functions of feedback

Contextual Difference and Intention to Perform Information Security Behaviours Against Malware in a BYOD Environment: a Protection Motivation Theory Approach

The research domain of end-user’s information security behaviours has been gaining much attention over the recent years. While the nature of intention to perform information security behaviours are being revealed, there are still gaps in this area. In particular, few studies have addressed whether such intention remains across contexts, especially from home to public places. Secondly, the amount of the cyber-threats swells with the increase of personal devices with the rapid adoption of the BYOD trend. This research employed MSEM methods to develop a conceptual model based on Protection Motivation Theory by using data collected from 252 higher education students in a BYOD Australian university. Our findings confirmed and explored in details how intention to perform information security behaviours varied due to the change of context. Academics and practitioners could mitigate the security gap by focusing on the intention’s differences discussed in our findings

Categorizing Young Facebook Users Based On Their Differential Preference of Social Media Heuristics: A Q-Methodology Approach

Background: Social media have become an integral part of our modern society by providing platforms for users to create and exchange news, ideas, and information. The increasing use of social media has raised concerns about the reliability of the shared information, particularly information that is generated from anonymous users. Though prior studies have confirmed the important roles of heuristics and cues in the users’ evaluation of trustworthy information, there has been no research–to our knowledge–that categorized Facebook users based on their approaches to evaluating information credibility. Method: We employed Q-methodology to extract insights from 55 young Vietnamese users and to categorize them into different groups based on the distinct sets of heuristics that they used to evaluate the trustworthiness of online information on Facebook. Results: We identified four distinct types of young Facebook user groups that emerged based on their evaluation of online information trustworthiness. When evaluating online information trustworthiness on Facebook, these user groups assigned priorities differently to the characteristics of the online content, its original source, and the sharers or aggregators. We named these groups: (1) the balanced analyst, (2) the critical analyst, (3) the source analyst, and (4) the social network analyst. Conclusion: The findings offer insights that contribute to information processing literature. Moreover, marketing practitioners who aim to disseminate information effectively on social networks should take these user groups’ perspectives into consideration

Unpacking the revised Bloom's taxonomy: developing case-based learning activities

Purpose - The purpose of this paper is to propose the use of case studies in teaching an undergraduate course of Internet for Business in class, based on the revised Bloom's taxonomy. The study provides the empirical evidence about the effect of case-based teaching method integrated the revised Bloom's taxonomy on students' incremental learning, measured by the four constructs: knowledge application, higher-order thinking, practice evaluation knowledge and knowledge improvement.Design/methodology/approach - In this study, learning activities associated with the revised taxonomy-based learning strategy were proposed to support the development of higher-level cognitive skills. Revised application scale, higher-order thinking scale, practice evaluation knowledge scale and knowledge improvement scale were used to measure students' perception of skills corresponding to their level of application, analysis, evaluation and creation, respectively. After completing each task pertinent to case studies, students were encouraged to complete the survey questionnaire. Structural equation modelling (SEM) was employed to examine the relationships between constructs. Students participate in a course where case studies are employed as the main learning activities to promote higher-order thinking. Upon completing the course, they fill in a survey to evaluate the four constructs of incremental learning: level of knowledge application, higher-order thinking, practice evaluation knowledge and knowledge improvement. The relationships between the four constructs are then examined using SEM.Findings - Analysis reveals that with the use of case-based learning activities, knowledge application creates a positive impact on higher-order thinking. Higher-order thinking has positive influence on practice evaluation knowledge. Eventually, practice evaluation knowledge produces a positive effect on knowledge improvement. The results show the desired effects of incremental learning.Research limitations/implications - The case studies designed for teaching the Internet for Business course might not be suitable in terms of content for other courses, which limit the implication of the findings.Practical implications - The key implication is that cognitive process is enhanced by using case studies where learning activities are designed, based on the revised Bloom's taxonomy.Originality/value - The paper offers a comprehensive perspective on incremental learning where students' knowledge of Internet for Business moves developmentally towards the higher-order cognitive process dimension of the revised Bloom's taxonomy

Flipped classroom pedagogy : Using pre-class videos in an undergraduate business information systems management course

Purpose – The purpose of this paper is to illustrate the implementation of the flipped classroom method in teaching the course and to investigate the student’s perceived helpfulness, learning outcomes and satisfaction in respect of the pre-class learning videos. Design/methodology/approach – Pre-class learning videos were integrated into a course to encourage students to acquire knowledge before lectures and workshops. Having completed the flipped classroom, a delivery questionnaire containing all items was distributed to all of the participants. The data collected were analysed statistically, using a structured equation modelling technique. Findings – Findings indicate that the perceived quality of experience of using videos before lectures and workshops has a positive influence on the perceived helpfulness of the pre-class learning videos. Furthermore, the perceived helpfulness of the pre-class learning videos has a positive effect of the acquisition perceived learning outcomes. The perceived helpfulness of the pre-class learning videos also has a positive impact on the student satisfaction with the course. Finally, there is a positive and causal relationship between the perceived learning outcomes and student’s satisfaction with the course. Originality/value – Analysis reveals that the learning process and student satisfaction are improved by using pre-class learning videos