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Journal of Information Technology Education : Innovations in Practice
Journal Prestige (SJR): 0.197
Citation Impact (citeScore): 1
Number of Followers: 6  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2165-3151 - ISSN (Online) 2165-316X
Published by Informing Science Institute Homepage  [7 journals]
  • Printable Table of Contents. JITE: IIP, Volume 17, 2018

    • Authors: Christopher Cheong
      Abstract: Table of Contents of the Journal of Information Technology Education: Innovations in Practice, Volume 17, 2018
      Citation: JITE:IIP, Volume 17 (2018)
      PubDate: 2018-02-05
      DOI: https://doi.org/10.28945/3952
      Issue No: Vol. 17 (2018)
       
  • Promising Instructional Practices for English Language Learners

    • Authors: Johanna Prince
      Pages: 001 - 021
      Abstract: Aim/Purpose: The purpose of this exploratory case study was to understand how teachers, working with English Language Learners (ELLs), expanded their knowledge and instructional practices as they implemented a one-to-one iPad® program. Background: English Language Learners experience linguistic, cultural, and cognitive shifts that can be challenging, and at times lead to isolation for ELLs. While technology can be engaging, devices alone do not shift instructional practices, nor lead to student learning. Technology must be leveraged through shifts to pedagogical practice and linked thoughtfully to content goals.Methodology: This research was conducted through a qualitative case study of educators at an international school.Contribution: This study describes promising pedagogical practices for leveraging 1:1 mobile devices for ELLs. Findings: iPads can be a support for ELL students. One-to-one iPads allowed teachers to experiment with new pedagogical approaches, but this development varies greatly between teachers. During the 1:1 implementation there were challenges reported.Recommendations for Practitioners: In order to mitigate some of these challenges, and build on the success of this study, the researcher suggests developing a common vision for technology integration, using collaborative models of ELL teaching, and investing in professional development.Recommendation for Researchers: Researchers should continue to document and observe the learning outcomes of ELL students in 1:1 environments, including an experimental study.Impact on Society: ELLs can benefit from 1:1 technology, and new pedagogical practices. For teachers to implement these new practices conversations on philosophy, engagement with families, and consistent professional development. Future Research: Future research can continue to expand the population of ELL students in 1:1 mobile learning environments; and the most powerful pedagogical practices.
      Citation: JITE:IIP, Volume 17 (2018)
      PubDate: 2018-02-05
      DOI: https://doi.org/10.28945/3937
      Issue No: Vol. 17 (2018)
       
  • A Real-time Plagiarism Detection Tool for Computer-based Assessments

    • Authors: Manoj Lall, Heimo J. Jeske, Okuthe P. Kogeda
      Pages: 023 - 035
      Abstract: Aim/Purpose: The aim of this article is to develop a tool to detect plagiarism in real time amongst students being evaluated for learning in a computer-based assessment setting.Background: Cheating or copying all or part of source code of a program is a serious concern to academic institutions. Many academic institutions apply a combination of policy driven and plagiarism detection approaches. These mechanisms are either proactive or reactive and focus on identifying, catching, and punishing those found to have cheated or plagiarized. To be more effective against plagiarism, mechanisms that detect cheating or colluding in real-time are desirable.Methodology: In the development of a tool for real-time plagiarism prevention, literature review and prototyping was used. The prototype was implemented in Delphi programming language using Indy components.Contribution: A real-time plagiarism detection tool suitable for use in a computer-based assessment setting is developed. This tool can be used to complement other existing mechanisms.Findings: The developed tool was tested in an environment with 55 personal computers and found to be effective in detecting unauthorized access to internet, intranet, and USB ports on the personal computers.Recommendations for Practitioners: The developed tool is suitable for use in any environment where computer-based evaluation may be conducted.Recommendation for Researchers: This work provides a set of criteria for developing a real-time plagiarism prevention tool for use in a computer-based assessment.Impact on Society: The developed tool prevents academic dishonesty during an assessment process, consequently, inculcating confidence in the assessment processes and respectability of the education system in the society.Future Research: As future work, we propose a comparison between our tool and other such tools for its performance and its features. In addition, we want to extend our work to include testing for scalability of the tool to larger settings.
      Citation: JITE:IIP, Volume 17 (2018)
      PubDate: 2018-02-21
      DOI: https://doi.org/10.28945/3963
      Issue No: Vol. 17 (2018)
       
  • Delving into the Specificity of Instructional Guidance in Social
           Media-supported Learning Environments

    • Authors: Tian Luo
      Pages: 037 - 054
      Abstract: Aim/Purpose: This study investigates the variations in student participation patterns across different types of instructional activities, learning modes, and with different instructional guidance approaches. In the current study, different variables, modes of learning (guided versus unguided), and types of guidance (social versus cognitive) were manipulated in a series of microblogging-supported collaborative learning tasks to examine to what extent and in which aspects instructional guidance affects the effectiveness and student perception of microblogging-supported learning.Background: Despite the overwhelming agreement on the importance of instructional guidance in microblogging-supported learning environments, very few studies have been done to examine the specificity of guidance, such as how to structure and support microblogging activities, as well as what types of guidance are appropriate in what learning contexts.Methodology: This semester-long study utilized a case-study research design via a multi-dimensional approach in a hybrid classroom with both face-to-face and online environments. Tweets were collected from four types of activities and coded based on content within their contextual setting. Twenty-four college students participated in the study.Contribution: In response to the call to improve social media learning environments under-scored in contemporary education, the current case study took an initial step aiming at deepening the understanding of the role of instructional guidance in microblogging-supported learning environments.Findings: This study showcases that with instructor facilitation, students succeeded in being engaged in a highly participatory and interactive learning experience across a variety of tasks and activities. This study indicates that students’ perspectives of social media tools rely heavily on what instructors do with the tool and how the instructional activities are structured and supported. Instructors’ scaffolding and support is instrumental in keeping students on task and engaging students with meaningful events, thus ensuring the success of microblogging-based learning activities. Meanwhile, students’ perception of usefulness of instructional guidance is closely related to their own pre-perception and experience.Recommendations for Practitioners: When incorporating social media tools, it is important to examine learner’s prior knowledge and comfort level with these tools and tailor the design of instructional activities to their attributes. It is also vital to monitor student progress, adjust the type and amount of guidance and scaffolding provided as they progress, and eventually remove the scaffolding until students can demonstrate that they can perform the task successfully without assistance.Recommendation for Researchers: Due to many other potential factors in place that could potentially influence student learning, no conclusive remarks can be made regarding the superiority of either one type of guidance approach. Future researchers should continue to develop robust research methodologies to seek ways to better operationalize this variable and strive to understand its effect.Future Research: Future replication studies in other settings, with a larger sample size, and different populations will certainly provide further insights on the effects of instructional guidance in microblogging-based learning. Alternative coding methods may also shed light on differences in student interaction in terms of content diversity and depth of learning when analyzing the tweets. Advanced data collection techniques may be explored to ascertain the completeness of data collection.
      Citation: JITE:IIP, Volume 17 (2018)
      PubDate: 2018-03-02
      DOI: https://doi.org/10.28945/3974
      Issue No: Vol. 17 (2018)
       
  • Enhancing Children's Interest and Knowledge in Bioengineering through
           an Interactive Videogame

    • Authors: Amanda Strawhacker, Marina Umashi Bers, Clarissa Verish, Amanda Sullivan, Orit Shaer
      Pages: 055 - 081
      Abstract: Aim/Purpose: Bioengineering is a burgeoning interdisciplinary learning domain that could inspire the imaginations of elementary aged children but is not traditionally taught to this age group for reasons unrelated to student ability. This pilot study presents the BacToMars videogame and accompanying curricular intervention, designed to introduce children (aged 7-11) to foundational concepts of bioengineering and to the interdisciplinary nature of scientific endeavors.Background: This pilot study explores the bioengineering-related learning outcomes and attitudes of children after engaging with the BacToMars game and curriculum intervention.Methodology: This study drew on prior findings in game-based learning and applied them to a videogame designed to connect microbiology with Constructionist microworlds. An experimental comparison showed the learning and engagement affordances of integrating this videogame into a mixed-media bioengineering curriculum. Elementary-aged children (N = 17) participated in a 9-hour learning intervention, with one group of n = 8 children receiving the BacToMars videogame and the other group (n = 9) receiving traditional learning activities on the same content. Pre- and post-surveys and interview data were collected from both groups.Contribution: This paper contributes to education research on children’s ability to meaningfully engage with abstract concepts at the intersection of science and engineering through bioengineering education, and to design research on developing educational technology for introducing bioengineering content to elementary school children.Findings: Children in both groups showed improved knowledge and attitudes related to bioengineering. Children who used BacToMars showed slightly stronger performance on game-specific concepts, while children in the control condition showed slightly higher generalized knowledge of bioengineering concepts.Recommendations for Practitioners: Practitioners should consider bioengineering as a domain for meaningful, interdisciplinary learning in elementary education..Recommendation for Researchers: Design researchers should develop playful ways to introduce bioengineering concepts accurately and to engage children’s imaginations and problem-solving skills. Education researchers should further investigate developmentally appropriate ways to introduce bioengineering in elementary education. Impact on Society: BacToMars introduces a meaningful scenario to contextualize complex con-cepts at the intersection of science and engineering, and to engage children in real-world, interdisciplinary problem solving. Future Research: Future research should explore BacToMars and bioengineering curricula for elementary-aged children in larger samples, with longer intervention times.
      Citation: JITE:IIP, Volume 17 (2018)
      PubDate: 2018-03-09
      DOI: https://doi.org/10.28945/3976
      Issue No: Vol. 17 (2018)
       
  • Categorizing the Educational Affordances of 3 Dimensional Immersive
           Digital Environments

    • Authors: Christian J Ángel Rueda, Juan C Valdés Godínes, Paul D Rudman
      Pages: 083 - 112
      Abstract: Aim/Purpose: This paper provides a general-purpose categorization scheme for assessing the utility of new and emerging three-dimensional interactive digital environments (3D-IDEs), along with specific pedagogic approaches that are known to work. It argues for the use of 3D-IDEs on the basis of their ludic appeal and ability to provide intrinsic motivation to the learner, and their openness that allows the learner to gain a more holistic understanding of a topic.Background: Researchers have investigated the affordances, benefits, and drawbacks of individual 3D-IDEs, such as virtual worlds, but teachers lack a general-purpose approach to assessing new 3D-IDEs as they appear and applying them to teaching practice.Methodology: The categorization scheme is based on the analysis, reflection, and comprehension of the research on limitations, challenges, and opportunities for teaching in virtual environments by Angel Rueda, Valdes Godines and Guzmán Flores; the scheme is discussed in terms of an experiment to trial virtual genetics labs in Second Life.Contribution: The paper describes a general-purpose approach to applying existing and new 3D virtual spaces to education, shows a worked example of the use of the categories, and describes six approaches to consider in applying these technologies.Findings: 3D-IDEs are categorized in terms of the way in which they interface with the user’s senses and their ability to provide ‘immersion’; two forms of immersion are examined: digital perceptual immersion – the generated sense of reality – and ludic narrative immersion – a less cognitive and more emotional engagement with the learning environment.Recommendations for Practitioners: Six specific forms of pedagogy appropriate for 3D-IDEs are examined and discussed, in terms of the affordances and technology required, as assessed by the categorization scheme. More broadly, the paper argues for a change in the assessment of new digital technologies from the technology’s features to its affordances and the pedagogies it can support.Recommendation for Researchers: The paper offers a practical approach to choosing and using 3D-IDEs for education, based upon previous work. The next step is to trial the scheme with teachers to ascertain its ease of use and effectiveness.Impact on Society: The paper argues strongly for a new approach to teaching, where the learner is encouraged to use 3D-IDEs in a ludic manner in order to generate internal motivation to learn, and to explore the topic according to their individual learning needs in addition to the teacher’s planned route through the learning material.Future Research: The categorization scheme is intended to be applied to new technologies as they are introduced. Future research is needed to assess its effectiveness and if necessary update the scheme.
      Citation: JITE:IIP, Volume 17 (2018)
      PubDate: 2018-05-29
      DOI: https://doi.org/10.28945/4056
      Issue No: Vol. 17 (2018)
       
  • Introductory Information Systems Course Redesign: Better Preparing
           Business Students

    • Authors: Gina Harden, Robert M. Crocker, Kelly Noe
      Pages: 113 - 126
      Abstract: Aim/Purpose: The dynamic nature of the information systems (IS) field presents educators with the perpetual challenge of keeping course offerings current and relevant. This paper describes the process at a College of Business (COB) to redesign the introductory IS course to better prepare students for advanced business classes and equip them with interdisciplinary knowledge and skills demanded in today’s workplace.Background: The course was previously in the Computer Science (CSC) Department, itself within the COB. However, an administrative restructuring resulted in the CSC department’s removal from the COB and left the core course in limbo.Methodology: This paper presents a case study using focus groups with students, faculty, and advisory council members to assess the value of the traditional introductory course. A survey was distributed to students after implementation of the newly developed course to assess the reception of the course.Contribution: This paper provides an outline of the decision-making process leading to the course redesign of the introductory IS course, including the context and the process of a new course development. Practical suggestions for implementing and teaching an introductory IS course in a business school are given.Findings: Focus group assessment revealed that stakeholders rated the existing introductory IS course of minimal value as students progressed through the COB program, and even less upon entering the workforce. The findings indicated a complete overhaul of the course was required.Recommendations for Practitioners: The subject of technology sometimes requires more than a simple update to the curriculum. When signs point to the need for a complete overhaul, this paper gives practical guidance supplemented with relevant literature for other academicians to follow.Recommendation for Researchers: Students are faced with increasing pressure to be proficient with the latest technology, in both the classroom where educators are trying to prepare them for the modern workplace, as well as the organization which faces an even greater pressure to leverage the latest technology. The newly designed introductory IS course provides students, and eventually organizations, a better measure of this proficiency.Future Research: Future research on the efficacy of this new course design should include longitudinal data to determine the impact on graduates, and eventually the assessment of those graduates’ performance in the workplace.
      Citation: JITE:IIP, Volume 17 (2018)
      PubDate: 2018-05-29
      DOI: https://doi.org/10.28945/4058
      Issue No: Vol. 17 (2018)
       
  • Collaborative Approach in Software Engineering Education: An
           Interdisciplinary Case

    • Authors: Aileen Joan O Vicente, Tiffany Adelaine G Tan, Alvin Ray O Yu
      Pages: 127 - 152
      Abstract: Aim/Purpose: This study was aimed at enhancing students’ learning of software engineering methods. A collaboration between the Computer Science, Business Management, and Product Design programs was formed to work on actual projects with real clients. This interdisciplinary form of collaboration simulates the realities of a diverse Software Engineering team.Background: A collaborative approach implemented through projects has been the established pedagogy for introducing the Software Engineering course to undergraduate Computer Science students. The collaboration, however, is limited to collaboration among Computer Science students and their clients. This case study explored an enhancement to the collaborative approach to project development by integrating other related disciplines into the project development framework; hence, the Interdisciplinary Approach. Methodology: This study adopted the case method approach. An interdisciplinary service innovation activity was proposed to invite other disciplines in the learning process of the computer science students. The agile methodology Scrum was used as the software development approach during project development. Survey data were collected from the students to establish (a) their perception of the interdisciplinary approach to project development; (b) the factors that influenced success or failure of their team to deliver the project; and (c) the perceived skills or knowledge that they acquired from the interdisciplinary approach. Analysis of data followed a mixed method approach.Contribution: The study improved the current pedagogy for Software Engineering education by integrating other related disciplines into the software project development framework. Findings: Data collected showed that the students generally accepted the interdisciplinary approach to project development. Factors such as project relevance, teamwork, time and schedule, and administration support, among others, affect team performance towards project completion. In the case of the Computer Science students, results show that students have learned skills during the experience that, as literature reveal, can only be acquired or mastered in their future profession as software engineers. Recommendations for Practitioners: The active collaboration of the industry with the University and the involvement of the other related courses in teaching software engineering methods are critical to the development of the students, not only in learning the methodology but also as a working professional.Recommendation for Researchers: It is interesting to know and eventually understand the interactions between interdisciplinary team members in the conduct of Software Engineering practices while working on their projects. More specifically, what creative tensions arise and how do the interdisciplinary teams handle the discourse'Impact on Society: This study bridges the gap between how Software Engineering is taught in the university and how Software Engineering teams work in real life.Future Research: Future research is targeted at refining and elaborating the elements of the interdisciplinary framework presented in this paper towards an integrated course module for Software Engineering education.
      Citation: JITE:IIP, Volume 17 (2018)
      PubDate: 2018-06-03
      DOI: https://doi.org/10.28945/4062
      Issue No: Vol. 17 (2018)
       
  • The Impact of Teacher Gender on Girls’ Performance on Programming Tasks
           in Early Elementary School

    • Authors: Amanda Sullivan, Marina Umashi Bers
      Pages: 153 - 162
      Abstract: Aim/Purpose: The goal of this paper is to examine whether having female robotics teachers positively impacts girls’ performance on programming and robotics tasks Background: Women continue to be underrepresented in the technical STEM fields such as engineering and computer science. New programs and initiatives are needed to engage girls in STEM beginning in early childhood. The goal of this work is to explore the impact of teacher gender on young children’s mastery of programming concepts after completing an introductory robotics program. Methodology: A sample of N=105 children from six classrooms (2 Kindergarten, 2 first grade, and 2 second grade classes) from a public school in Somerville, Massachusetts, participated in this research. Children were taught the same robotics curriculum by either an all-male or all-female teaching team. Upon completion of the curriculum, they completed programming knowledge assessments called Solve-Its. Comparisons between the performance of boys and girls in each of the teaching groups were made.Findings: This paper provides preliminary evidence that having a female instructor may positively impact girls’ performance on certain programming tasks and reduce the number of gender differences between boys and girls in their mastery of programming concepts. Recommendations for Practitioners: Practitioners should expose children to STEM role-models from a variety of backgrounds, genders, ethnicities, and experiences. Future Research: Researchers should conduct future studies with larger samples of teachers in order to replicate the findings here. Additionally, future research should focus on collecting data from teachers in the form of interviews and surveys in order to find out more about gender-based differences in teaching style and mentorship and the impact of this on girls' interest and performance in STEM.
      Citation: JITE:IIP, Volume 17 (2018)
      PubDate: 2018-07-03
      DOI: https://doi.org/10.28945/4082
      Issue No: Vol. 17 (2018)
       
  • A Fully Online Research Portal for Research Students and Researchers

    • Authors: Angelos Rodafinos, Filia Garivaldis, Stephen Mckenzie
      Pages: 163 - 179
      Abstract: Aim/Purpose: This paper describes the context, development, implementation, and the potential transferability of an integrated online research environment that allows its users to conduct all aspects of research online.Background: While the content of most traditional courses can be delivered online and learning outcomes can be achieved by adopting equivalents to face-to-face pedagogic approaches, certain courses, such as those that require a substantial research component, present significant constraints for delivery online. To overcome these limitations, Australia’s largest university developed and implemented a Research Portal.Methodology: The development team conducted a functional requirements analysis, identified the components that would be necessary to meet user needs, and reviewed existing solutions. The Monash University Psychology Research Portal was designed, tested, developed, tested for user experience, implemented, and reviewed. The Research Portal is structured according to the usual research sequence and provides users with access to supporting information and integrated capacities including research supervision, participant acquisition, and data collection, analysis, and storage.Contribution: This integrated online research environment is equivalent to and, in some ways, superior to an on campus/non-online research capacity.Findings: The usage of the Research Portal has grown rapidly and has satisfied the requirements and met the research needs of students of an online course that includes a research project, providing a common, ubiquitously accessible, and integrated online research environment.Recommendations for Practitioners: Further refinement, personalization, and expanded implementation and dissemination of the Research Portal components are required. The formation of networks and working partnerships to operate, maintain, and promote Research Portal initiatives is recommended to reduce operational costs, increase access, and create an impact.Impact on Society: The Research Portal is an efficient resource that provides easy access to a standard interface at any time and from anywhere and can potentially be used by other online research courses, as well as by online and non-online researchers.
      Citation: JITE:IIP, Volume 17 (2018)
      PubDate: 2018-08-06
      DOI: https://doi.org/10.28945/4097
      Issue No: Vol. 17 (2018)
       
  • Activity Oriented Teaching Strategy for Software Engineering Course: An
           Experience Report

    • Authors: Jeevamol Joy Kochumarangolil, Renumol V G
      Pages: 181 - 200
      Abstract: Aim/Purpose: This paper presents the findings of an Activity-Oriented Teaching Strategy (AOTS) conducted for a postgraduate level Software Engineering (SE) course with the aim of imparting meaningful software development experience for the students. The research question is framed as whether the activity-oriented teaching strategy helps students to acquire practical knowledge of Software Engineering and thus bridge the gap between academia and software industry.Background: Software Engineering Education (SEE) in India is mainly focused on teaching theoretical concepts rather than emphasizing on practical knowledge in software development process. It has been noticed that many students of CS/IT background are struggling when they start their career in the software industry due to inadequate familiarity with the software development process. In the current context of SE education, there is a knowledge gap between the theory learned in the classroom and the actual requirement demanded by the software industry.Methodology: The methodology opted for in this study was action research since the teachers are trying to solve the practical problems and deficiencies encountered while teaching SE. There are four pedagogies in AOTS for fulfilling the requirements of the desired teaching strategy. They are flipped classroom, project role-play for developing project artifacts, teaching by example, and student seminars. The study was conducted among a set of Postgraduate students of the Software Engineering programme at Cochin University of Science and Technology, India.Contribution: AOTS can fulfil both academic and industrial requirements by actively engaging the students in the learning process and thus helping them develop their professional skills.Findings: AOTS can be molded as a promising teaching strategy for learning Software Engineering. It focuses on the essential skill sets demanded by the software industry such as communication, problem-solving, teamwork, and understanding of the software development processes.Impact on Society: Activity-oriented teaching strategies can fulfil both academic and industrial requirements by actively engaging the students in the SE learning process and thus helping them in developing their professional skills.Future Research: AOTS can be refined by adding/modifying pedagogies and including different features like an online evaluation system, virtual classroom etc.
      Citation: JITE:IIP, Volume 17 (2018)
      PubDate: 2018-09-16
      DOI: https://doi.org/10.28945/4116
      Issue No: Vol. 17 (2018)
       
  • A Tools-Based Approach to Teaching Data Mining Methods
    • A Tools-Based Approach to Teaching Data Mining Methods

      Authors: Musa J. Jafar

      JITE:IIP, Volume 9 (2010). Details

      JITE:IIP, Volume 9 (2010)
      DOI: https://doi.org/10.28945/706
      Issue No: Vol. 9
       
  • Wearing the Assessment ‘BRACElet’
    • Wearing the Assessment ‘BRACElet’

      Authors: Grace Tan, Anne Venables

      JITE:IIP, Volume 9 (2010). Details

      JITE:IIP, Volume 9 (2010)
      DOI: https://doi.org/10.28945/707
      Issue No: Vol. 9
       
  • Challenges IT Instructors Face in the Self-Education Process
    • Challenges IT Instructors Face in the Self-Education Process

      Authors: Ljiljana Ruzic-Dimitrijevic, Maja Dimitrijevi?

      JITE:IIP, Volume 9 (2010). Details

      JITE:IIP, Volume 9 (2010)
      DOI: https://doi.org/10.28945/711
      Issue No: Vol. 9
       
  • Improving Outcome Assessment in Information Technology Program
           Accreditation
    • Improving Outcome Assessment in Information Technology Program Accreditation

      Authors: Bryan S. Goda, Charles Reynolds

      JITE:IIP, Volume 9 (2010). Details

      JITE:IIP, Volume 9 (2010)
      DOI: https://doi.org/10.28945/1130
      Issue No: Vol. 9
       
  • Database Security: What Students Need to Know
    • Database Security: What Students Need to Know

      Authors: Meg Coffin Murray

      JITE:IIP, Volume 9 (2010). Details

      JITE:IIP, Volume 9 (2010)
      DOI: https://doi.org/10.28945/1132
      Issue No: Vol. 9
       
  • Didactics of Information Technology (IT) in a Science Degree: Conceptual
           Issues and Practical Application
    • Didactics of Information Technology (IT) in a Science Degree: Conceptual Issues and Practical Application

      Authors: Iwona Miliszewska , Anne Venables, Grace Tan

      JITE:IIP, Volume 9 (2010). Details

      JITE:IIP, Volume 9 (2010)
      DOI: https://doi.org/10.28945/1163
      Issue No: Vol. 9
       
  • Making Information Systems less Scrugged: Reflecting on the Processes of
           Change in Teaching and Learning
    • Making Information Systems less Scrugged: Reflecting on the Processes of Change in Teaching and Learning

      Authors: Luke Houghton, Alison Ruth

      JITE:IIP, Volume 9 (2010). Details

      JITE:IIP, Volume 9 (2010)
      DOI: https://doi.org/10.28945/1166
      Issue No: Vol. 9
       
  • Designing a Network and Systems Computing Curriculum: The Stakeholders and
           the Issues
    • Designing a Network and Systems Computing Curriculum: The Stakeholders and the Issues

      Authors: Grace Tan, Anne Venables

      JITE:IIP, Volume 9 (2010). Details

      JITE:IIP, Volume 9 (2010)
      DOI: https://doi.org/10.28945/1165
      Issue No: Vol. 9
       
  • Study of the Impact of Collaboration among Teachers in a Collaborative
           Authoring System
    • Study of the Impact of Collaboration among Teachers in a Collaborative Authoring System

      Authors: Yacine Lafifi, Ghassen Touil

      JITE:IIP, Volume 9 (2010). Details

      JITE:IIP, Volume 9 (2010)
      DOI: https://doi.org/10.28945/1184
      Issue No: Vol. 9
       
  • Straddling the Divide: Towards an Associate Degree in Information
           Technology
    • Straddling the Divide: Towards an Associate Degree in Information Technology

      Authors: Grace Tan

      JITE:IIP, Volume 9 (2010). Details

      JITE:IIP, Volume 9 (2010)
      DOI: https://doi.org/10.28945/1185
      Issue No: Vol. 9
       
  • Encouraging Girls to Consider a Career in ICT: A Review of Strategies
    • Encouraging Girls to Consider a Career in ICT: A Review of Strategies

      Authors: Iwona Miliszewska , Aidan Moore

      JITE:IIP, Volume 9 (2010). Details

      JITE:IIP, Volume 9 (2010)
      DOI: https://doi.org/10.28945/1292
      Issue No: Vol. 9
       
  • Real World Project: Integrating the Classroom, External Business
           Partnerships and Professional Organizations
    • Real World Project: Integrating the Classroom, External Business Partnerships and Professional Organizations

      Authors: Donna M. Grant, Alisha D. Malloy, Marianne C. Murphy , Jovanna Foreman, Rowena A. Robinson

      JITE:IIP, Volume 9 (2010). Details

      JITE:IIP, Volume 9 (2010)
      DOI: https://doi.org/10.28945/1295
      Issue No: Vol. 9
       
  • Studios, Mini-lectures, Project Presentations, Class Blog and Wiki: A New
           Approach to Teaching Web Technologies
    • Studios, Mini-lectures, Project Presentations, Class Blog and Wiki: A New Approach to Teaching Web Technologies

      Authors: Xuesong (Sonya) Zhang, Lorne Olfman

      JITE:IIP, Volume 9 (2010). Details

      JITE:IIP, Volume 9 (2010)
      DOI: https://doi.org/10.28945/1300
      Issue No: Vol. 9
       
  • Algorithm Visualization System for Teaching Spatial Data Algorithms
    • Algorithm Visualization System for Teaching Spatial Data Algorithms

      Authors: Jussi Nikander , Juha Helminen, Ari Korhonen

      JITE:IIP, Volume 9 (2010). Details

      JITE:IIP, Volume 9 (2010)
      DOI: https://doi.org/10.28945/1305
      Issue No: Vol. 9
       
  • Assessing Students’ Structured Programming Skills with Java: The
           “Blue, Berry, and Blueberry” Assignment
    • Assessing Students’ Structured Programming Skills with Java: The “Blue, Berry, and Blueberry” Assignment

      Authors: Xihui (Paul) Zhang

      JITE:IIP, Volume 9 (2010). Details

      JITE:IIP, Volume 9 (2010)
      DOI: https://doi.org/10.28945/1325
      Issue No: Vol. 9
       
  • Learning & Personality Types: A Case Study of a Software Design Course
    • Learning & Personality Types: A Case Study of a Software Design Course

      Authors: Faheem Ahmed, Piers Campbell, Ahmad Jaffar, Shayma Alkobaisi, Julie Campbell

      JITE:IIP, Volume 9 (2010). Details

      JITE:IIP, Volume 9 (2010)
      DOI: https://doi.org/10.28945/1329
      Issue No: Vol. 9
       
  • Academic Library Services in Virtual Worlds: An Examination of the
           Potential for Library Services in Immersive Environments
    • Academic Library Services in Virtual Worlds: An Examination of the Potential for Library Services in Immersive Environments

      Authors: Jenna Ryan, Marjorie Porter, Rebecca Miller

      JITE:IIP, Volume 9 (2010). Details

      JITE:IIP, Volume 9 (2010)
      DOI: https://doi.org/10.28945/1332
      Issue No: Vol. 9
       
  • Teaching High School Students Applied Logical Reasoning
    • Teaching High School Students Applied Logical Reasoning

      Authors: Dan Bouhnik , Yahel Giat

      JITE:IIP, Volume 8 (2009). Details

      JITE:IIP, Volume 8 (2009)
      DOI: https://doi.org/10.28945/169
      Issue No: Vol. 8
       
  • Realizing Learning in the Workplace in an Undergraduate IT Program
    • Realizing Learning in the Workplace in an Undergraduate IT Program

      Authors: Anne Venables, Grace Tan

      JITE:IIP, Volume 8 (2009). Details

      JITE:IIP, Volume 8 (2009)
      DOI: https://doi.org/10.28945/170
      Issue No: Vol. 8
       
  • Concurrent Software Engineering Project
    • Concurrent Software Engineering Project

      Authors: Nenad Stankovic , Tammam Tillo

      JITE:IIP, Volume 8 (2009). Details

      JITE:IIP, Volume 8 (2009)
      DOI: https://doi.org/10.28945/171
      Issue No: Vol. 8
       
  • E-portfolio Assessment System for an Outcome-Based Information Technology
           Curriculum
    • E-portfolio Assessment System for an Outcome-Based Information Technology Curriculum

      Authors: Abdallah Tubaishat, Azzedine Lansari, Akram Al-Rawi

      JITE:IIP, Volume 8 (2009). Details

      JITE:IIP, Volume 8 (2009)
      DOI: https://doi.org/10.28945/172
      Issue No: Vol. 8
       
  • Virtual Computing Laboratories: A Case Study with Comparisons to Physical
           Computing Laboratories
    • Virtual Computing Laboratories: A Case Study with Comparisons to Physical Computing Laboratories

      Authors: Stephen D. Burd, Alessandro F. Seazzu, Christopher Conway

      JITE:IIP, Volume 8 (2009). Details

      JITE:IIP, Volume 8 (2009)
      DOI: https://doi.org/10.28945/173
      Issue No: Vol. 8
       
  • Interviewing the Experts: Student Produced Podcast
    • Interviewing the Experts: Student Produced Podcast

      Authors: Gary R. Armstrong, Joanne M. Tucker, Victor J. Massad

      JITE:IIP, Volume 8 (2009). Details

      JITE:IIP, Volume 8 (2009)
      DOI: https://doi.org/10.28945/174
      Issue No: Vol. 8
       
  • A Realistic Data Warehouse Project: An Integration of Microsoft Access®
           and Microsoft Excel® Advanced Features and Skills
    • A Realistic Data Warehouse Project: An Integration of Microsoft Access® and Microsoft Excel® Advanced Features and Skills

      Authors: Michael A. King

      JITE:IIP, Volume 8 (2009). Details

      JITE:IIP, Volume 8 (2009)
      DOI: https://doi.org/10.28945/697
      Issue No: Vol. 8
       
  • From Requirements to Code: Issues and Learning in IS Students’
           Systems Development Projects
    • From Requirements to Code: Issues and Learning in IS Students’ Systems Development Projects

      Authors: Elsje Scott

      JITE:IIP, Volume 7 (2008). Details

      JITE:IIP, Volume 7 (2008)
      DOI: https://doi.org/10.28945/194
      Issue No: Vol. 7
       
  • Effectiveness of Program Visualization: A Case Study with the ViLLE Tool
    • Effectiveness of Program Visualization: A Case Study with the ViLLE Tool

      Authors: Teemu Rajala, Mikko-Jussi Laakso, Erkki Kaila, Tapio Salakoski

      JITE:IIP, Volume 7 (2008). Details

      JITE:IIP, Volume 7 (2008)
      DOI: https://doi.org/10.28945/195
      Issue No: Vol. 7
       
  • Survival Mode: The Stresses and Strains of Computing Curricula Review
    • Survival Mode: The Stresses and Strains of Computing Curricula Review

      Authors: Grace Tan, Anne Venables

      JITE:IIP, Volume 7 (2008). Details

      JITE:IIP, Volume 7 (2008)
      DOI: https://doi.org/10.28945/196
      Issue No: Vol. 7
       
  • The Pentagonal E-Portfolio Model for Selecting, Adopting, Building, and
           Implementing an E-Portfolio
    • The Pentagonal E-Portfolio Model for Selecting, Adopting, Building, and Implementing an E-Portfolio

      Authors: Nicole A. Buzzetto-More , Ayodele Julius Alade

      JITE:IIP, Volume 7 (2008). Details

      JITE:IIP, Volume 7 (2008)
      DOI: https://doi.org/10.28945/197
      Issue No: Vol. 7
       
  • Enabling a Comprehensive Teaching Strategy: Video Lectures
    • Enabling a Comprehensive Teaching Strategy: Video Lectures

      Authors: H. David Brecht, Suzanne M. Ogilby

      JITE:IIP, Volume 7 (2008). Details

      JITE:IIP, Volume 7 (2008)
      DOI: https://doi.org/10.28945/198
      Issue No: Vol. 7
       
  • A Multi-Pronged Approach to Work Integrated Learning for IT Students
    • A Multi-Pronged Approach to Work Integrated Learning for IT Students

      Authors: Lorraine Staehr, Mary B. Martin, Ka Ching Chan

      JITE:IIP, Volume 13 (2014). Details

      JITE:IIP, Volume 13 (2014)
      DOI: https://doi.org/10.28945/1938
      Issue No: Vol. 13
       
  • Facilitating Exposure to Sign Languages of the World: The Case for Mobile
           Assisted Language Learning
    • Facilitating Exposure to Sign Languages of the World: The Case for Mobile Assisted Language Learning

      Authors: Becky Sue Parton

      JITE:IIP, Volume 13 (2014). Details

      JITE:IIP, Volume 13 (2014)
      DOI: https://doi.org/10.28945/1957
      Issue No: Vol. 13
       
  • A Virtual Education: Guidelines for Using Games Technology
    • A Virtual Education: Guidelines for Using Games Technology

      Authors: Damian Schofield

      JITE:IIP, Volume 13 (2014). Details

      JITE:IIP, Volume 13 (2014)
      DOI: https://doi.org/10.28945/1964
      Issue No: Vol. 13
       
  • Augmenting a Child’s Reality: Using Educational Tablet Technology
    • Augmenting a Child’s Reality: Using Educational Tablet Technology

      Authors: Patricia Tanner, Carly Karas, Damian Schofield

      JITE:IIP, Volume 13 (2014). Details

      JITE:IIP, Volume 13 (2014)
      DOI: https://doi.org/10.28945/1972
      Issue No: Vol. 13
       
  • Teaching an Introductory Programming Language in a General Education
           Course
    • Teaching an Introductory Programming Language in a General Education Course

      Authors: Azad Ali , David T Smith

      JITE:IIP, Volume 13 (2014). Details

      JITE:IIP, Volume 13 (2014)
      DOI: https://doi.org/10.28945/1992
      Issue No: Vol. 13
       
  • Web Annotation and Threaded Forum: How Did Learners Use the Two
           Environments in an Online Discussion'
    • Web Annotation and Threaded Forum: How Did Learners Use the Two Environments in an Online Discussion?

      Authors: Yanyan Sun, Fei Gao

      JITE:IIP, Volume 13 (2014). Details

      JITE:IIP, Volume 13 (2014)
      DOI: https://doi.org/10.28945/2077
      Issue No: Vol. 13
       
  • Examining the Efficacy of Personal Response Devices in Army Training
    • Examining the Efficacy of Personal Response Devices in Army Training

      Authors: Angelina Hill, Bea Babbitt

      JITE:IIP, Volume 12 (2013). Details

      JITE:IIP, Volume 12 (2013)
      DOI: https://doi.org/10.28945/1759
      Issue No: Vol. 12
       
  • A Template-Based Short Course Concept on Android Application Development
    • A Template-Based Short Course Concept on Android Application Development

      Authors: David Akopian, Arsen Melkonyan, Santosh C. Golgani, Timothy T. Yuen, Can Saygin

      JITE:IIP, Volume 12 (2013). Details

      JITE:IIP, Volume 12 (2013)
      DOI: https://doi.org/10.28945/1764
      Issue No: Vol. 12
       
  • The Effects of ICT Environment on Teachers’ Attitudes and Technology
           Integration in Japan and the U.S.
    • The Effects of ICT Environment on Teachers’ Attitudes and Technology Integration in Japan and the U.S.

      Authors: Kodai Kusano, Sarah Frederiksen, LeAnne Jones, Michiko Kobayashi, Yui Mukoyama, Taku Yamagishi, Kengo Sadaki, Hiroki Ishizuka

      JITE:IIP, Volume 12 (2013). Details

      JITE:IIP, Volume 12 (2013)
      DOI: https://doi.org/10.28945/1768
      Issue No: Vol. 12
       
  • Presenting an Alternative Source Code Plagiarism Detection Framework for
           Improving the Teaching and Learning of Programming
    • Presenting an Alternative Source Code Plagiarism Detection Framework for Improving the Teaching and Learning of Programming

      Authors: Fredrik Gerhardus Hattingh, Albertus A. K. Buitendag, Jacobus S. Van Der Walt

      JITE:IIP, Volume 12 (2013). Details

      JITE:IIP, Volume 12 (2013)
      DOI: https://doi.org/10.28945/1769
      Issue No: Vol. 12
       
  • Advancing Creative Visual Thinking with Constructive Function-based
           Modelling
    • Advancing Creative Visual Thinking with Constructive Function-based Modelling

      Authors: Alexander Pasko, Valery Adzhiev, Evgeniya Malikova, Victor Pilyugin

      JITE:IIP, Volume 12 (2013). Details

      JITE:IIP, Volume 12 (2013)
      DOI: https://doi.org/10.28945/1770
      Issue No: Vol. 12
       
  • Using Adult Learning Principles as a Framework for Learning ICT Skills
           Needed for Research Projects
    • Using Adult Learning Principles as a Framework for Learning ICT Skills Needed for Research Projects

      Authors: Oduronke Temitope Eyitayo

      JITE:IIP, Volume 12 (2013). Details

      JITE:IIP, Volume 12 (2013)
      DOI: https://doi.org/10.28945/1774
      Issue No: Vol. 12
       
  • Developing Cross-Cultural Awareness in IT: Reflections of Australian and
           Chinese Students
    • Developing Cross-Cultural Awareness in IT: Reflections of Australian and Chinese Students

      Authors: Anne Therese Venables, Grace Tan, Iwona Miliszewska

      JITE:IIP, Volume 12 (2013). Details

      JITE:IIP, Volume 12 (2013)
      DOI: https://doi.org/10.28945/1775
      Issue No: Vol. 12
       
  • Enhancing Students’ Interest in Science and Technology through
           Cross-disciplinary Collaboration and Active Learning Techniques
    • Enhancing Students’ Interest in Science and Technology through Cross-disciplinary Collaboration and Active Learning Techniques

      Authors: Donna M. Grant, Alisha D. Malloy, Gail P. Hollowell

      JITE:IIP, Volume 12 (2013). Details

      JITE:IIP, Volume 12 (2013)
      DOI: https://doi.org/10.28945/1782
      Issue No: Vol. 12
       
  • Using Student e-Portfolios to Facilitate Learning Objective Achievements
           in an Outcome-Based University
    • Using Student e-Portfolios to Facilitate Learning Objective Achievements in an Outcome-Based University

      Authors: Abdallah Tubaishat, Azzedine Lansari

      JITE:IIP, Volume 12 (2013). Details

      JITE:IIP, Volume 12 (2013)
      DOI: https://doi.org/10.28945/1791
      Issue No: Vol. 12
       
  • Student Engagement with Online Resources and Its Impact on Learning
           Outcomes
    • Student Engagement with Online Resources and Its Impact on Learning Outcomes

      Authors: Lily Wong

      JITE:IIP, Volume 12 (2013). Details

      JITE:IIP, Volume 12 (2013)
      DOI: https://doi.org/10.28945/1829
      Issue No: Vol. 12
       
  • Digital Forensics Curriculum in Security Education
    • Digital Forensics Curriculum in Security Education

      Authors: S. Srinivasan

      JITE:IIP, Volume 12 (2013). Details

      JITE:IIP, Volume 12 (2013)
      DOI: https://doi.org/10.28945/1857
      Issue No: Vol. 12
       
  • A Database Practicum for Teaching Database Administration and Software
           Development at Regis University
    • A Database Practicum for Teaching Database Administration and Software Development at Regis University

      Authors: Robert Thomas Mason

      JITE:IIP, Volume 12 (2013). Details

      JITE:IIP, Volume 12 (2013)
      DOI: https://doi.org/10.28945/1858
      Issue No: Vol. 12
       
  • Design and Delivery of Technical Module for the Business Intelligence
           Course
    • Design and Delivery of Technical Module for the Business Intelligence Course

      Authors: Shouhong Wang , Hai Wang

      JITE:IIP, Volume 12 (2013). Details

      JITE:IIP, Volume 12 (2013)
      DOI: https://doi.org/10.28945/1884
      Issue No: Vol. 12
       
  • Deepening Learning through Learning-by-Inventing
    • Deepening Learning through Learning-by-Inventing

      Authors: Mikko Apiola, Matti Tedre

      JITE:IIP, Volume 12 (2013). Details

      JITE:IIP, Volume 12 (2013)
      DOI: https://doi.org/10.28945/1885
      Issue No: Vol. 12
       
  • The Wheels on the Bot go Round and Round: Robotics Curriculum in
           Pre-Kindergarten
    • The Wheels on the Bot go Round and Round: Robotics Curriculum in Pre-Kindergarten

      Authors: Amanda Sullivan, Elizabeth R. Kazakoff, Marina Umashi Bers

      JITE:IIP, Volume 12 (2013). Details

      JITE:IIP, Volume 12 (2013)
      DOI: https://doi.org/10.28945/1887
      Issue No: Vol. 12
       
  • ICT Teachers’ Professional Growth Viewed in terms of Perceptions about
           Teaching and Competencies
    • ICT Teachers’ Professional Growth Viewed in terms of Perceptions about Teaching and Competencies

      Authors: Recep Cakir, Soner Yildirim

      JITE:IIP, Volume 12 (2013). Details

      JITE:IIP, Volume 12 (2013)
      DOI: https://doi.org/10.28945/1889
      Issue No: Vol. 12
       
  • First Year Engagement & Retention: A Goal-Setting Approach
    • First Year Engagement & Retention: A Goal-Setting Approach

      Authors: David Tuffley, Amy Antonio

      JITE:IIP, Volume 12 (2013). Details

      JITE:IIP, Volume 12 (2013)
      DOI: https://doi.org/10.28945/1896
      Issue No: Vol. 12
       
  • A Cross-Case Analysis of the Use of Web-Based ePortfolios in Higher
           Education
    • A Cross-Case Analysis of the Use of Web-Based ePortfolios in Higher Education

      Authors: Rochell R. McWhorter, Julie A. Delello, Paul B. Roberts, Cindy M. Raisor, Debra A. Fowler

      JITE:IIP, Volume 12 (2013). Details

      JITE:IIP, Volume 12 (2013)
      DOI: https://doi.org/10.28945/1900
      Issue No: Vol. 12
       
  • An Investigation of Student Expectation, Perceived Performance and
           Satisfaction of E-textbooks
    • An Investigation of Student Expectation, Perceived Performance and Satisfaction of E-textbooks

      Authors: George C. Philip , Soo-Young Moon

      JITE:IIP, Volume 12 (2013). Details

      JITE:IIP, Volume 12 (2013)
      DOI: https://doi.org/10.28945/1903
      Issue No: Vol. 12
       
  • A Hands-on Approach for Teaching Denial of Service Attacks: A Case Study
    • A Hands-on Approach for Teaching Denial of Service Attacks: A Case Study

      Authors: Zouheir Trabelsi, Walid Ibrahim

      JITE:IIP, Volume 12 (2013). Details

      JITE:IIP, Volume 12 (2013)
      DOI: https://doi.org/10.28945/1920
      Issue No: Vol. 12
       
  • Using the Work System Method with Freshman Information Systems Students
    • Using the Work System Method with Freshman Information Systems Students

      Authors: Jan Recker, Steven Alter

      JITE:IIP, Volume 11 (2012). Details

      JITE:IIP, Volume 11 (2012)
      DOI: https://doi.org/10.28945/1544
      Issue No: Vol. 11
       
  • Accelerating Software Development through Agile Practices - A Case Study
           of a Small-scale, Time-intensive Web Development Project at a
           College-level IT Competition
    • Accelerating Software Development through Agile Practices - A Case Study of a Small-scale, Time-intensive Web Development Project at a College-level IT Competition

      Authors: Xuesong (Sonya) Zhang, Bradley Dorn

      JITE:IIP, Volume 11 (2012). Details

      JITE:IIP, Volume 11 (2012)
      DOI: https://doi.org/10.28945/1545
      Issue No: Vol. 11
       
  • A Critical Analysis of Active Learning and an Alternative Pedagogical
           Framework for Introductory Information Systems Courses
    • A Critical Analysis of Active Learning and an Alternative Pedagogical Framework for Introductory Information Systems Courses

      Authors: John R. Drake

      JITE:IIP, Volume 11 (2012). Details

      JITE:IIP, Volume 11 (2012)
      DOI: https://doi.org/10.28945/1546
      Issue No: Vol. 11
       
  • Automatic Grading of Spreadsheet and Database Skills
    • Automatic Grading of Spreadsheet and Database Skills

      Authors: Zlatko J. Kovacic , John Steven Green

      JITE:IIP, Volume 11 (2012). Details

      JITE:IIP, Volume 11 (2012)
      DOI: https://doi.org/10.28945/1562
      Issue No: Vol. 11
       
  • An Exploratory Study on Using Wiki to Foster Student Teachers’
           Learner-centered Learning and Self and Peer Assessment
    • An Exploratory Study on Using Wiki to Foster Student Teachers’ Learner-centered Learning and Self and Peer Assessment

      Authors: Eugenia M. W. Ng, Yiu Chi Lai

      JITE:IIP, Volume 11 (2012). Details

      JITE:IIP, Volume 11 (2012)
      DOI: https://doi.org/10.28945/1565
      Issue No: Vol. 11
       
  • Disaster at a University: A Case Study in Information Security
    • Disaster at a University: A Case Study in Information Security

      Authors: Ramakrishna Ayyagari, Jonathan Tyks

      JITE:IIP, Volume 11 (2012). Details

      JITE:IIP, Volume 11 (2012)
      DOI: https://doi.org/10.28945/1569
      Issue No: Vol. 11
       
  • Designing a Mobile-app-based Collaborative Learning System
    • Designing a Mobile-app-based Collaborative Learning System

      Authors: Christopher Cheong, Vince Bruno, France Cheong

      JITE:IIP, Volume 11 (2012). Details

      JITE:IIP, Volume 11 (2012)
      DOI: https://doi.org/10.28945/1582
      Issue No: Vol. 11
       
  • Business Intelligence in College: A Teaching Case with Real Life Puzzles
    • Business Intelligence in College: A Teaching Case with Real Life Puzzles

      Authors: Wanda Presthus, Bendik Bygstad

      JITE:IIP, Volume 11 (2012). Details

      JITE:IIP, Volume 11 (2012)
      DOI: https://doi.org/10.28945/1583
      Issue No: Vol. 11
       
  • Incorporating Knowledge of Legal and Ethical Aspects into Computing
           Curricula of South African Universities
    • Incorporating Knowledge of Legal and Ethical Aspects into Computing Curricula of South African Universities

      Authors: Ian Wayman, Michael Kyobe

      JITE:IIP, Volume 11 (2012). Details

      JITE:IIP, Volume 11 (2012)
      DOI: https://doi.org/10.28945/1586
      Issue No: Vol. 11
       
  • Re-purposing Google Maps Visualisation for Teaching Logistics Systems
    • Re-purposing Google Maps Visualisation for Teaching Logistics Systems

      Authors: France Cheong, Christopher Cheong, Ferry Jie

      JITE:IIP, Volume 11 (2012). Details

      JITE:IIP, Volume 11 (2012)
      DOI: https://doi.org/10.28945/1587
      Issue No: Vol. 11
       
  • Student Perceptions of Microblogging: Integrating Twitter with Blogging to
           Support Learning and Interaction
    • Student Perceptions of Microblogging: Integrating Twitter with Blogging to Support Learning and Interaction

      Authors: Brian Thoms

      JITE:IIP, Volume 11 (2012). Details

      JITE:IIP, Volume 11 (2012)
      DOI: https://doi.org/10.28945/1687
      Issue No: Vol. 11
       
  • Enhancing Classroom Learning Experience by Providing Structures to
           Microblogging-based Activities
    • Enhancing Classroom Learning Experience by Providing Structures to Microblogging-based Activities

      Authors: Tian Luo, Fei Gao

      JITE:IIP, Volume 11 (2012). Details

      JITE:IIP, Volume 11 (2012)
      DOI: https://doi.org/10.28945/1689
      Issue No: Vol. 11
       
  • The Study of Motivation in Library and Information Management Education:
           Qualitative and Quantitative Research
    • The Study of Motivation in Library and Information Management Education: Qualitative and Quantitative Research

      Authors: Carmen Pérez-Sabater, Begoña Montero-Fleta

      JITE:IIP, Volume 11 (2012). Details

      JITE:IIP, Volume 11 (2012)
      DOI: https://doi.org/10.28945/1699
      Issue No: Vol. 11
       
  • Learning from Online Video Lectures
    • Learning from Online Video Lectures

      Authors: H. David Brecht

      JITE:IIP, Volume 11 (2012). Details

      JITE:IIP, Volume 11 (2012)
      DOI: https://doi.org/10.28945/1712
      Issue No: Vol. 11
       
  • Technology-based Participatory Learning for Indigenous Children in Chiapas
           Schools, Mexico
    • Technology-based Participatory Learning for Indigenous Children in Chiapas Schools, Mexico

      Authors: Yolanda Heredia, Jose I. Icaza

      JITE:IIP, Volume 11 (2012). Details

      JITE:IIP, Volume 11 (2012)
      DOI: https://doi.org/10.28945/1716
      Issue No: Vol. 11
       
  • Utilizing BlueJ to Teach Polymorphism in an Advanced Object-Oriented
           Programming Course
    • Utilizing BlueJ to Teach Polymorphism in an Advanced Object-Oriented Programming Course

      Authors: Basem Y. Alkazemi, Grami M. Grami

      JITE:IIP, Volume 11 (2012). Details

      JITE:IIP, Volume 11 (2012)
      DOI: https://doi.org/10.28945/1717
      Issue No: Vol. 11
       
  • A Hybrid Approach for Selecting a Course Management System: A Case Study
    • A Hybrid Approach for Selecting a Course Management System: A Case Study

      Authors: Anil Aggarwal, Veena Adlakha, Terry Ross

      JITE:IIP, Volume 11 (2012). Details

      JITE:IIP, Volume 11 (2012)
      DOI: https://doi.org/10.28945/1719
      Issue No: Vol. 11
       
  • Effective Adoption of Tablets in Post-Secondary Education: Recommendations
           Based on a Trial of iPads in University Classes
    • Effective Adoption of Tablets in Post-Secondary Education: Recommendations Based on a Trial of iPads in University Classes

      Authors: Colin F. Mang, Leslie J. Wardley

      JITE:IIP, Volume 11 (2012). Details

      JITE:IIP, Volume 11 (2012)
      DOI: https://doi.org/10.28945/1720
      Issue No: Vol. 11
       
  • Windows 8: What Educators Need to Know
    • Windows 8: What Educators Need to Know

      Authors: Richard G. Vedder

      JITE:IIP, Volume 11 (2012). Details

      JITE:IIP, Volume 11 (2012)
      DOI: https://doi.org/10.28945/1722
      Issue No: Vol. 11
       
  • Students’ Understanding of Advanced Properties of Java Exceptions
    • Students’ Understanding of Advanced Properties of Java Exceptions

      Authors: Rami Rashkovits, Ilana Lavy

      JITE:IIP, Volume 11 (2012). Details

      JITE:IIP, Volume 11 (2012)
      DOI: https://doi.org/10.28945/1726
      Issue No: Vol. 11
       
  • A Functional Programming Approach to AI Search Algorithms
    • A Functional Programming Approach to AI Search Algorithms

      Authors: János Pánovics

      JITE:IIP, Volume 11 (2012). Details

      JITE:IIP, Volume 11 (2012)
      DOI: https://doi.org/10.28945/1736
      Issue No: Vol. 11
       
  • The Implementation of Hypertext-based Learning Media for a Local Cultural
           Based Learning
    • The Implementation of Hypertext-based Learning Media for a Local Cultural Based Learning

      Authors: Made Windu Antara Kesiman, Ketut Agustini

      JITE:IIP, Volume 11 (2012). Details

      JITE:IIP, Volume 11 (2012)
      DOI: https://doi.org/10.28945/1741
      Issue No: Vol. 11
       
  • Exploring Educational and Cultural Adaptation through Social Networking
           Sites
    • Exploring Educational and Cultural Adaptation through Social Networking Sites

      Authors: Sherry D. Ryan, Michael J. Magro, Jason H. Sharp

      JITE:IIP, Volume 10 (2011). Details

      JITE:IIP, Volume 10 (2011)
      DOI: https://doi.org/10.28945/1346
      Issue No: Vol. 10
       
  • Digital Bridge or Digital Divide' A Case Study Review of the
           Implementation of the ‘Computers for Pupils Programme’ in a Birmingham
           Secondary School
    • Digital Bridge or Digital Divide? A Case Study Review of the Implementation of the ‘Computers for Pupils Programme’ in a Birmingham Secondary School

      Authors: Jonathan Padraig Morris

      JITE:IIP, Volume 10 (2011). Details

      JITE:IIP, Volume 10 (2011)
      DOI: https://doi.org/10.28945/1345
      Issue No: Vol. 10
       
  • Unstructured vs. Structured Use of Laptops in Higher Education
    • Unstructured vs. Structured Use of Laptops in Higher Education

      Authors: Robin Kay, Sharon Lauricella

      JITE:IIP, Volume 10 (2011). Details

      JITE:IIP, Volume 10 (2011)
      DOI: https://doi.org/10.28945/1363
      Issue No: Vol. 10
       
  • Establishing an Institutional Framework for an E-learning Implementation
           – Experiences from the University of Rijeka, Croatia
    • Establishing an Institutional Framework for an E-learning Implementation – Experiences from the University of Rijeka, Croatia

      Authors: Marta Zuvic-Butorac, Zoran Nebic, Damir Nemcanin, Tonci Mikac, Pero Lucin

      JITE:IIP, Volume 10 (2011). Details

      JITE:IIP, Volume 10 (2011)
      DOI: https://doi.org/10.28945/1364
      Issue No: Vol. 10
       
  • Fostering Digital Literacy through Web-based Collaborative Inquiry
           Learning – A Case Study
    • Fostering Digital Literacy through Web-based Collaborative Inquiry Learning – A Case Study

      Authors: Jun FU, Jacky POW

      JITE:IIP, Volume 10 (2011). Details

      JITE:IIP, Volume 10 (2011)
      DOI: https://doi.org/10.28945/1383
      Issue No: Vol. 10
       
  • Collaborative Writing with Web 2.0 Technologies: Education Students’
           Perceptions
    • Collaborative Writing with Web 2.0 Technologies: Education Students’ Perceptions

      Authors: Cornelia Brodahl, Said Hadjerrouit, Nils Kristian Hansen

      JITE:IIP, Volume 10 (2011). Details

      JITE:IIP, Volume 10 (2011)
      DOI: https://doi.org/10.28945/1384
      Issue No: Vol. 10
       
  • A Low Cost Course Information Syndication System
    • A Low Cost Course Information Syndication System

      Authors: Anuoluwapo Ajayi, Emmanuel A. Olajubu, Sururah A. Bello, H. Abimbola Soriyan, Abiola V. Obamuyide

      JITE:IIP, Volume 10 (2011). Details

      JITE:IIP, Volume 10 (2011)
      DOI: https://doi.org/10.28945/1390
      Issue No: Vol. 10
       
  • Two-Dimensional Parson’s Puzzles: The Concept, Tools, and First
           Observations
    • Two-Dimensional Parson’s Puzzles: The Concept, Tools, and First Observations

      Authors: Petri Ihantola, Ville Karavirta

      JITE:IIP, Volume 10 (2011). Details

      JITE:IIP, Volume 10 (2011)
      DOI: https://doi.org/10.28945/1394
      Issue No: Vol. 10
       
  • Virtual University: A Peer to Peer Open Education Network
    • Virtual University: A Peer to Peer Open Education Network

      Authors: Amir R. Razavi, Abbas Strømmen-Bakhtiar, Paul Krause

      JITE:IIP, Volume 10 (2011). Details

      JITE:IIP, Volume 10 (2011)
      DOI: https://doi.org/10.28945/1496
      Issue No: Vol. 10
       
  • A Meta-ethnographic Synthesis of Support Services in Distance Learning
           Programs
    • A Meta-ethnographic Synthesis of Support Services in Distance Learning Programs

      Authors: Jean Marie Tuquero

      JITE:IIP, Volume 10 (2011). Details

      JITE:IIP, Volume 10 (2011)
      DOI: https://doi.org/10.28945/1501
      Issue No: Vol. 10
       
  • Open-Source ERP: Is It Ripe for Use in Teaching Supply Chain
           Management'
    • Open-Source ERP: Is It Ripe for Use in Teaching Supply Chain Management?

      Authors: Minh Q. Huynh, Hung W Chu

      JITE:IIP, Volume 10 (2011). Details

      JITE:IIP, Volume 10 (2011)
      DOI: https://doi.org/10.28945/1508
      Issue No: Vol. 10
       
  • Pattern of Plagiarism in Novice Students’ Generated Programs: An
           Experimental Approach
    • Pattern of Plagiarism in Novice Students’ Generated Programs: An Experimental Approach

      Authors: Marzieh Ahmadzadeh, Elham Mahmoudabadi, Farzad Khodadadi

      JITE:IIP, Volume 10 (2011). Details

      JITE:IIP, Volume 10 (2011)
      DOI: https://doi.org/10.28945/1509
      Issue No: Vol. 10
       
  • Introducing Text Analytics as a Graduate Business School Course
    • Introducing Text Analytics as a Graduate Business School Course

      Authors: Theresa M. Edgington

      JITE:IIP, Volume 10 (2011). Details

      JITE:IIP, Volume 10 (2011)
      DOI: https://doi.org/10.28945/1513
      Issue No: Vol. 10
       
  • Using Wikis to Enhance Website Peer Evaluation in an Online Website
           Development Course: An Exploratory Study
    • Using Wikis to Enhance Website Peer Evaluation in an Online Website Development Course: An Exploratory Study

      Authors: Wu He

      JITE:IIP, Volume 10 (2011). Details

      JITE:IIP, Volume 10 (2011)
      DOI: https://doi.org/10.28945/1517
      Issue No: Vol. 10
       
  • Level of Student Effort Should Replace Contact Time in Course Design
    • Level of Student Effort Should Replace Contact Time in Course Design

      Authors: Elizabeth McDaniel

      JITE:IIP, Volume 10 (2011). Details

      JITE:IIP, Volume 10 (2011)
      DOI: https://doi.org/10.28945/1516
      Issue No: Vol. 10
       
  • Using Digital Logs to Reduce Academic Misdemeanour by Students in Digital
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    • Using Digital Logs to Reduce Academic Misdemeanour by Students in Digital Forensic Assessments

      Authors: Harjinder Singh Lallie, Phillip Lawson, David J. Day

      JITE:IIP, Volume 10 (2011). Details

      JITE:IIP, Volume 10 (2011)
      DOI: https://doi.org/10.28945/1533
      Issue No: Vol. 10
       
 
 
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