Connecting Geographically Dispersed Classrooms for Computer Supported Collaborative Work

Today\u27s increasingly global economy is changing the way businesses communicate. Technology to facilitate business communications and operations continues to advance and set the pace for these changing needs. Educational institutions that are building tomorrow\u27s workforce should create opportunities for students where they can apply this technology to future business needs. This paper presents an inter-university project that provided practical experience to two groups of students at two different universities. Through information technology, both groups experienced first-hand the value of computer technology and inherent problems with using computer technology to solve problems over great distances

Using CSCW Technology to Connect Classrooms

This paper describes the details and results of a pilot study in which students at two geographically dispersed institutions of higher education were linked together using communication technologies and the Internet. Experiments were designed to require student groups at both universities to collaborate locally and with their remote partners using electronic mail, the Internet, and other computing technologies to output Joint solutions to class assignments. The successful results of these Computer Supported Cooperative Work (CSCW) experiments suggest future Implementations of similar inter- and Intra-university projects will enhance the quality of IS education, benefiting both students and prospective employers

Tools to Facilitate Event-Driven Program Design in Introductory Courses

Widespread acceptance of the Windows environment has increased the popularity of application development tools that facilitate creation of Windows programs. In response, many universities are starting to teach introductory programming courses using these new software development tools. However, the event-driven nature of these new tools requires a design change to the traditional methods of teaching introductory programming. Unfortunately, most programming textbooks that employ the new tools neglect to provide a suitable framework for designing programs for this new event-driven software paradigm. This paper will present the key differences between event-driven and conventional programming, particularly as it affects teaching programming development concepts to beginning students. It will also describe how a new design tool (Object-Event Diagram) can be used to promote student understanding of event-driven programs