Information/Systems and Quantitative Core Courses in AACSB Accredited Business Schools

During the 1994 academic year, a survey was conducted of institutions accredited by the American Assembly of Collegiate Schools of Business (AACSB). The purpose of the survey was to determine the nature and characteristics of the quantitative and Information Systems core courses. The results, which were contrasted to those of a similar survey done in 1987, provide a snapshot of the current status of these core classes, reveal evolutionary changes, and portend possible future trends

Strategies of Adoption of Web-Based Distance Learning in Institutions of Higher Education

Higher educational institutions are experimenting, increasingly, with Internet-based distance learning. This paper discusses five evolutionary strategies for implementing Internet-based distance learning in institutions of higher education. The California State University, Fullerton is used as a case study to illustrate the strategies

Personal Spaces in Public Repositories as a Facilitator for Open Educational Resource Usage

Learning object repositories are a shared, open and public space; however, the possibility and ability of personal expression in an open, global, public space is crucial. The aim of this study is to explore personal spaces in a big learning object repository as a facilitator for adoption of Open Educational Resources (OERs) into teaching practices and to gain more insight into different types of OER user behaviors by analyzing the users' behaviors in the Bookmark Collection of MERLOT (a personal space, formerly known as Personal Collection), along with other community activities in that repository: writing comments and peer reviews, as well as sharing learning materials, learning exercises, and contents that were built with the content builder. In addition, using a data mining methodology, most active Bookmark Collection contributors (N=507) were classified into clusters of users with the same patterns of activity. Three clusters resulted, which gave insights into different types of contributor behavior. Furthermore, it was found that personal spaces are applicable for a variety of uses with diverse goals. Members create personal spaces for their own use, while allowing others to view and copy; or for other users. Personal space encourages the reuse of learning materials and enables the construction of unique learning processes that suit the learner's needs. They may offer the possibility of personalizing public repositories and promoting the reuse of OER

Who are Interested in Open Education? An Analysis of the Participants in the First MOOC of the IEEE Education Society

This paper performs a preliminary analysis of the first MOOC of the IEEE Education Society, an IEEE Free Online Course on Open Education and Open Educational Resources (OER) Repositories. The MOOC 'Foundations to Open Education and OERs repositories' is based on providing a comprehensive understanding both of Open Education and OERs, as well as the way they are changing the educational environment. The selection of participants' features from the MOOCKnowledge data collection mainly focuses on socio-demographic issues, previous experiences with MOOCs, usefulness of the MOOC to the participants' professional, personal and academic spheres, and types of student interaction. The preliminary results show that additional efforts are needed in order to boost the enrolment of both females and people with low level of completed studies, as well as increasing the level of awareness regarding certification. The results also reveal a positive impact of the course on the participants' professional and personal spheres. Finally, the most relevant interaction for them is the learner-content interaction. On the basis of these results it can be concluded that this MOOC offers an opportunity for practitioners to take advantage of the Open Education philosophy and its subsequent application to their everyday educational environment