Pub Date : 2017-06-01DOI: 10.20533/IJI.1742.4712.2017.0159
Husam Yaseen, K. Dingley, M. Alhusban, Amal Alhosban
It is generally believed that B2C ecommerce will help businesses in developing countries to reduce cost and to improve their access to global market. Yet, developing countries are still some way from success in their adoption of B2C ecommerce. This paper attempts to provide insights into the salient e-commerce adoption issues by focusing on traditional Jordanian retailers. A focus group was conducted with traditional retailers from various businesses types in Jordan. Five themes have emerged in the context of this paper: the common understanding of e-commerce concepts, barriers, and drivers from retailers’ view, the readiness and willingness towards e-commerce adoption, and potential solutions where e-commerce can take off and encourage traditional retailers. The study revealed that traditional retailers in Jordan are fully aware of e-commerce benefits and they showed a willingness to adopt e-commerce. However, the participants were agreed about the lack of awareness and knowledge of what is needed to be done. Also, there were many concerns about the absence of government support. Based on the findings, the study developed a conceptual model which attempts to illustrate the essential requirements to help businesses successfully adopt ecommerce.
{"title":"E-Commerce Adoption Model for Traditional Retailers in Developing Countries","authors":"Husam Yaseen, K. Dingley, M. Alhusban, Amal Alhosban","doi":"10.20533/IJI.1742.4712.2017.0159","DOIUrl":"https://doi.org/10.20533/IJI.1742.4712.2017.0159","url":null,"abstract":"It is generally believed that B2C ecommerce will help businesses in developing countries to reduce cost and to improve their access to global market. Yet, developing countries are still some way from success in their adoption of B2C ecommerce. This paper attempts to provide insights into the salient e-commerce adoption issues by focusing on traditional Jordanian retailers. A focus group was conducted with traditional retailers from various businesses types in Jordan. Five themes have emerged in the context of this paper: the common understanding of e-commerce concepts, barriers, and drivers from retailers’ view, the readiness and willingness towards e-commerce adoption, and potential solutions where e-commerce can take off and encourage traditional retailers. The study revealed that traditional retailers in Jordan are fully aware of e-commerce benefits and they showed a willingness to adopt e-commerce. However, the participants were agreed about the lack of awareness and knowledge of what is needed to be done. Also, there were many concerns about the absence of government support. Based on the findings, the study developed a conceptual model which attempts to illustrate the essential requirements to help businesses successfully adopt ecommerce.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124266068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-06-01DOI: 10.20533/IJI.1742.4712.2017.0161
J. Mustafa
One of the key strategic aspects of creative design thinking described by Nigel Cross is taking a broad systems approach or what is called "system mind". This paper aims to clarify the "system mind" in the design process, through which novel architectural design concepts can be achieved. The general problem is to reveal the places where the system mind is used in the design process. The characteristics and context of this strategy are reconstructed from previous literature. Based on the analytical approach a case study has been conducted, and the indicators of system mind have been identified within the general frame of creative thinking. The results show that system mind is used twice effectively while shaping the body of a holistic design concept
{"title":"An Exploratory Study for the Role of System Mind in Creative Design Thinking","authors":"J. Mustafa","doi":"10.20533/IJI.1742.4712.2017.0161","DOIUrl":"https://doi.org/10.20533/IJI.1742.4712.2017.0161","url":null,"abstract":"One of the key strategic aspects of creative design thinking described by Nigel Cross is taking a broad systems approach or what is called \"system mind\". This paper aims to clarify the \"system mind\" in the design process, through which novel architectural design concepts can be achieved. The general problem is to reveal the places where the system mind is used in the design process. The characteristics and context of this strategy are reconstructed from previous literature. Based on the analytical approach a case study has been conducted, and the indicators of system mind have been identified within the general frame of creative thinking. The results show that system mind is used twice effectively while shaping the body of a holistic design concept","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115105011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-06-01DOI: 10.20533/iji.1742.4712.2017.0162
Fawzieh Makkawi
The continuous fast developing field of Information and Communications Technology (ICT) is affecting every aspect of our life including education. The purpose of this research is to show the importance of ICT knowledge in Teachers’ education journey (preservice and inservice). The first part of this paper discusses the teacher’s professional knowledge. The second part discusses ICT in Education. Section three explains and discusses the TPACK (Technological Pedagogical Content Knowledge) model. Part four and five discuss preservice teachers’ education and inservice teachers’ training respectively. Last part sheds the lights on the benefits of teachers’ networks. Finally, in the digital world we are living, teachers need to be digitally knowledgeable to be able to lead the students to be critically engaged active members.
{"title":"Integrating Technology in Teachers’ Profession","authors":"Fawzieh Makkawi","doi":"10.20533/iji.1742.4712.2017.0162","DOIUrl":"https://doi.org/10.20533/iji.1742.4712.2017.0162","url":null,"abstract":"The continuous fast developing field of Information and Communications Technology (ICT) is affecting every aspect of our life including education. The purpose of this research is to show the importance of ICT knowledge in Teachers’ education journey (preservice and inservice). The first part of this paper discusses the teacher’s professional knowledge. The second part discusses ICT in Education. Section three explains and discusses the TPACK (Technological Pedagogical Content Knowledge) model. Part four and five discuss preservice teachers’ education and inservice teachers’ training respectively. Last part sheds the lights on the benefits of teachers’ networks. Finally, in the digital world we are living, teachers need to be digitally knowledgeable to be able to lead the students to be critically engaged active members.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130822525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-06-01DOI: 10.20533/iji.1742.4712.2017.0160
A. Bafail
Designing for learning is a complex task and considered one of the most fundamental activities of teaching practitioners. A well-balanced teaching system ensures that all aspects of teaching, from the intended learning outcomes, the teaching and learning activities used, and the assessment tasks are all associated and aligned to each other (Biggs, 1996). This guarantees appropriate and therefore effective student engagement. The design and promotion of constructively aligned teaching practices has been supported to some degree by the development of software tools that attempt to support teaching practitioners in the design process and assist them in the development of more informed design decisions. Despite the potential of the existing tools, these tools have several limitations in respect of the support and guidance provided and cannot be adapted according to how the design pattern works in practice. Therefore; there is a real need to incorporate an intelligent metric system that enables intelligent design decisions to be made not only theoretically according to pedagogical theories but also practically based on good design practices according to high levels of satisfaction scores. To overcome the limitations of existing design tools, this research explores machine learning techniques; in particular artificial neural networks as an innovative approach for building an Educational Intelligence Design Tool EDIT that supports teaching practitioners to measure, align, and edit their teaching designs based on good design practices and on the pedagogic theory of constructive alignment. Student satisfaction scores are utilized as indicators of good design practice to identify meaningful alignment ranges for the main components of Tepper's metric (2006). It is suggested that modules designed within those ranges will be well-formed and constructively aligned and potentially yield higher student satisfaction. On this basis, the research had developed a substantial module design database with 519 design patterns spanning 476 modules from the STEM discipline. This is considered the first substantial database compared to the state-of-the-art Learning Design Support Environment (LDSE)(Laurillard, 2011), which includes 122 design patterns available. In order to have a neural-based framework for EDIT, a neural auto-encoder was incorporated to act as an auto-associative memory that learns on the basis of exposure to sets of 'good' design patterns. 519 generated design patterns were coded as input criteria and introduced to the designed neural network with feed-forward multilayer perceptron architecture using the IV hyperbolic tangent function and back-propagation training algorithm for learning the desired task. After successful training (88%), the testing phase was followed by presenting 102 new patterns (associated with low student satisfaction) to the network where higher pattern errors were generated suggesting substantial design changes to input patte
{"title":"EDIT: an Educational Design Intelligence Tool for supporting design decisions","authors":"A. Bafail","doi":"10.20533/iji.1742.4712.2017.0160","DOIUrl":"https://doi.org/10.20533/iji.1742.4712.2017.0160","url":null,"abstract":"Designing for learning is a complex task and considered one of the most fundamental activities of teaching practitioners. A well-balanced teaching system ensures that all aspects of teaching, from the intended learning outcomes, the teaching and learning activities used, and the assessment tasks are all associated and aligned to each other (Biggs, 1996). This guarantees appropriate and therefore effective student engagement. The design and promotion of constructively aligned teaching practices has been supported to some degree by the development of software tools that attempt to support teaching practitioners in the design process and assist them in the development of more informed design decisions. Despite the potential of the existing tools, these tools have several limitations in respect of the support and guidance provided and cannot be adapted according to how the design pattern works in practice. Therefore; there is a real need to incorporate an intelligent metric system that enables intelligent design decisions to be made not only theoretically according to pedagogical theories but also practically based on good design practices according to high levels of satisfaction scores. \u0000 \u0000To overcome the limitations of existing design tools, this research explores machine learning techniques; in particular artificial neural networks as an innovative approach for building an Educational Intelligence Design Tool EDIT that supports teaching practitioners to measure, align, and edit their teaching designs based on good design practices and on the pedagogic theory of constructive alignment. Student satisfaction scores are utilized as indicators of good design practice to identify meaningful alignment ranges for the main components of Tepper's metric (2006). It is suggested that modules designed within those ranges will be well-formed and constructively aligned and potentially yield higher student satisfaction. On this basis, the research had developed a substantial module design database with 519 design patterns spanning 476 modules from the STEM discipline. This is considered the first substantial database compared to the state-of-the-art Learning Design Support Environment (LDSE)(Laurillard, 2011), which includes 122 design patterns available. \u0000 \u0000In order to have a neural-based framework for EDIT, a neural auto-encoder was incorporated to act as an auto-associative memory that learns on the basis of exposure to sets of 'good' design patterns. 519 generated design patterns were coded as input criteria and introduced to the designed neural network with feed-forward multilayer perceptron architecture using the IV hyperbolic tangent function and back-propagation training algorithm for learning the desired task. After successful training (88%), the testing phase was followed by presenting 102 new patterns (associated with low student satisfaction) to the network where higher pattern errors were generated suggesting substantial design changes to input patte","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132007173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-06-01DOI: 10.20533/IJI.1742.4712.2017.0163
S. Ehrlick, J. Slotta
This design-based research study of a second year undergraduate course involved the enactment of the Fostering Communities of Learners (FCL) pedagogical model augmented with elements of the Knowledge Community and Inquiry (KCI) model by the addition of a digital collaborative knowledge base (CKB). The study involved the re-design of a course comprised of lectures and break-out tutorials which covered basic business concepts for undergraduate media students. The investigation examined the ways in which a learning community pedagogical approach could be enacted in an undergraduate large lecture course through a scaffolded, complex curricular design that utilizes active and inquiry-based learning. By appropriating design elements from KCI, a CKB was introduced as a major research element in the curricular design. The CKB was intended to be a persistent online hub of ideas, serving as a resource for completion of a major group project. Results indicate that students participated in more individual inquiry, collaborated with peers and perceived themselves to be part of a class-wide learning community. The study concluded that a learning community ethos can be established in an undergraduate large lecture through the recursive cycle of individual inquiry, research discussion in lectures and by reference to CKB research exercises in group tutorial sessions by way of reciprocal teaching, cross-talk and jigsaw activities.
{"title":"The Impact of a Collaborative Knowledge Base on a Fostering Communities of Learners model in Post-Secondary Large Lectures","authors":"S. Ehrlick, J. Slotta","doi":"10.20533/IJI.1742.4712.2017.0163","DOIUrl":"https://doi.org/10.20533/IJI.1742.4712.2017.0163","url":null,"abstract":"This design-based research study of a second year undergraduate course involved the enactment of the Fostering Communities of Learners (FCL) pedagogical model augmented with elements of the Knowledge Community and Inquiry (KCI) model by the addition of a digital collaborative knowledge base (CKB). The study involved the re-design of a course comprised of lectures and break-out tutorials which covered basic business concepts for undergraduate media students. The investigation examined the ways in which a learning community pedagogical approach could be enacted in an undergraduate large lecture course through a scaffolded, complex curricular design that utilizes active and inquiry-based learning. By appropriating design elements from KCI, a CKB was introduced as a major research element in the curricular design. The CKB was intended to be a persistent online hub of ideas, serving as a resource for completion of a major group project. Results indicate that students participated in more individual inquiry, collaborated with peers and perceived themselves to be part of a class-wide learning community. The study concluded that a learning community ethos can be established in an undergraduate large lecture through the recursive cycle of individual inquiry, research discussion in lectures and by reference to CKB research exercises in group tutorial sessions by way of reciprocal teaching, cross-talk and jigsaw activities.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124384818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-03-01DOI: 10.20533/IJI.1742.4712.2017.0157
Matti Kuikka, M. Laakso
In this paper, we describe how collaborative use of an electronic assessment tool improves students’ learning results in Financing Mathematics in higher education. Financing Mathematics was taught as part of the Business Mathematics course in the first year studies for Bachelor’s degree students in the International Business program at Turku University of Applied Sciences. The assessment was carried out with the collaborative educational tool ViLLE. The Business Mathematics course consists of Business Statistics and Financing Mathematics. The Financing Mathematics course component was used for the purpose of this research. In the Business Statistics course component, the students worked independently, whereas in Financing Mathematics, the students also worked in pairs with the tool. The independently working students formed the control group and the students working in pairs formed the treatment group in this quasi-experimental study. The paper reveals that students working in pairs with the ViLLE tool achieved better exam results than the students working independently. This finding is in agreement with the findings of similar research studies on programming. The collaboration between students seems to be the key reason for the better results of the students working in pairs in this paper.
{"title":"The Effect of Peer Collaboration with ViLLE on Success in Financing Mathematics","authors":"Matti Kuikka, M. Laakso","doi":"10.20533/IJI.1742.4712.2017.0157","DOIUrl":"https://doi.org/10.20533/IJI.1742.4712.2017.0157","url":null,"abstract":"In this paper, we describe how collaborative use of an electronic assessment tool improves students’ learning results in Financing Mathematics in higher education. Financing Mathematics was taught as part of the Business Mathematics course in the first year studies for Bachelor’s degree students in the International Business program at Turku University of Applied Sciences. The assessment was carried out with the collaborative educational tool ViLLE. The Business Mathematics course consists of Business Statistics and Financing Mathematics. The Financing Mathematics course component was used for the purpose of this research. In the Business Statistics course component, the students worked independently, whereas in Financing Mathematics, the students also worked in pairs with the tool. The independently working students formed the control group and the students working in pairs formed the treatment group in this quasi-experimental study. The paper reveals that students working in pairs with the ViLLE tool achieved better exam results than the students working independently. This finding is in agreement with the findings of similar research studies on programming. The collaboration between students seems to be the key reason for the better results of the students working in pairs in this paper.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129778414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-03-01DOI: 10.20533/IJI.1742.4712.2017.0158
Kyle Bactol, A. Laursen, C. Araujo
A virtual lab can be defined as a laboratory exercise performed outside of the physical laboratory. One interpretation of this includes partially virtual or take-home labs where students are led through online video demonstrations while physically conducting the experiment with a lab kit. Here we describe a hybrid virtual lab designed and implemented for undergraduate biology which offers a combination of take-home laboratory assignments coupled with in-laboratory sessions. It is an alternate option for introductory biology students which provides an opportunity to accommodate different learning styles, preferences, or needs. Although not an exhaustive list, these needs might arise from competing commitments to family, employment, sports, or the toll of long commutes. Offering flexibility in laboratory format may allow a student to better manage these conflicts and improve the quality of the overall university experience. Students retaking the biology laboratory were given an option of participating in conventional laboratories or the hybrid format. Benefits or costs of choosing between these lab formats are determined by examining the scores of students on assessments that test laboratory skills and knowledge. Performance was compared between the two groups of students through an analysis of covariance (ANCOVA), using previous laboratory scores as a covariate. Ultimately, researching virtual lab effectiveness as an alternate teaching method may create a dialogue between curriculum developers and institutions to discuss how to implement them as a way to enhance the overall student learning experience.
{"title":"An Option of Hybrid Virtual Labs in an Introductory Biology Course as the Means for Accessible Learning and Enhancing Student Education","authors":"Kyle Bactol, A. Laursen, C. Araujo","doi":"10.20533/IJI.1742.4712.2017.0158","DOIUrl":"https://doi.org/10.20533/IJI.1742.4712.2017.0158","url":null,"abstract":"A virtual lab can be defined as a laboratory exercise performed outside of the physical laboratory. One interpretation of this includes partially virtual or take-home labs where students are led through online video demonstrations while physically conducting the experiment with a lab kit. Here we describe a hybrid virtual lab designed and implemented for undergraduate biology which offers a combination of take-home laboratory assignments coupled with in-laboratory sessions. It is an alternate option for introductory biology students which provides an opportunity to accommodate different learning styles, preferences, or needs. Although not an exhaustive list, these needs might arise from competing commitments to family, employment, sports, or the toll of long commutes. Offering flexibility in laboratory format may allow a student to better manage these conflicts and improve the quality of the overall university experience. Students retaking the biology laboratory were given an option of participating in conventional laboratories or the hybrid format. Benefits or costs of choosing between these lab formats are determined by examining the scores of students on assessments that test laboratory skills and knowledge. Performance was compared between the two groups of students through an analysis of covariance (ANCOVA), using previous laboratory scores as a covariate. Ultimately, researching virtual lab effectiveness as an alternate teaching method may create a dialogue between curriculum developers and institutions to discuss how to implement them as a way to enhance the overall student learning experience.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125515060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-03-01DOI: 10.20533/IJI.1742.4712.2017.0156
Patricia M. Boechler, Erik deJong, Mary Ingraham, L. F. Marin
This study is an extension of previous research on the infusion of technology into a postsecondary music course to promote the skill of close-listening of music. Due to many in-class hindrances (e.g., time, equipment, acoustics, class size) students in postsecondary music courses do not often experience quality listening opportunities to be able to detect important musical elements. For this study, we developed on-line, supplemental listening activities using Articulate Storyline, Adobe Connect and the virtual world OpenSim. We pretested students on music experience, computer experience and level of self-regulation. At the end of the course, students answered a survey on their enjoyment, tendency to recommend, engagement, perceived increase in understanding of material and whether the activities were worthwhile. In a comparison of 2014 and 2015 results, we found that students with high selfregulation levels rated the above items more positively when the content included more advanced musical concepts. In addition, we found that students who interacted with the supplemental on-line activities and materials achieved higher grades than those who did not. Students who accessed the comprehensive on-line activities close to when the material was presented in class performed better than those who waited until exam time.
{"title":"Student Behaviour and Performance in Relation to Interaction with On-line Activities in a Postsecondary Music Course","authors":"Patricia M. Boechler, Erik deJong, Mary Ingraham, L. F. Marin","doi":"10.20533/IJI.1742.4712.2017.0156","DOIUrl":"https://doi.org/10.20533/IJI.1742.4712.2017.0156","url":null,"abstract":"This study is an extension of previous research on the infusion of technology into a postsecondary music course to promote the skill of close-listening of music. Due to many in-class hindrances (e.g., time, equipment, acoustics, class size) students in postsecondary music courses do not often experience quality listening opportunities to be able to detect important musical elements. For this study, we developed on-line, supplemental listening activities using Articulate Storyline, Adobe Connect and the virtual world OpenSim. We pretested students on music experience, computer experience and level of self-regulation. At the end of the course, students answered a survey on their enjoyment, tendency to recommend, engagement, perceived increase in understanding of material and whether the activities were worthwhile. In a comparison of 2014 and 2015 results, we found that students with high selfregulation levels rated the above items more positively when the content included more advanced musical concepts. In addition, we found that students who interacted with the supplemental on-line activities and materials achieved higher grades than those who did not. Students who accessed the comprehensive on-line activities close to when the material was presented in class performed better than those who waited until exam time.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132963760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-03-01DOI: 10.20533/IJI.1742.4712.2017.0154
Nicolas Mayer, D. D. Smet
GRC is an umbrella acronym covering the three disciplines of governance, risk management and compliance. In this context, IT GRC is the subset of GRC dealing with IT aspects of GRC. The main challenge of GRC is to have an approach as integrated as possible of the three domains. The objective of our paper is to study one facet of IT GRC: the links and integration between IT governance and risk management that we consider today as the least integrated. To do so, the method followed in this paper is first a systematic literature review, in order to identify the existing research works in this field. The resulting contribution of the paper is a set of recommendations established for practitioners and for researchers on how better deal with the integration between IT governance and risk management. It is then complemented by an analysis of ISO related standards, representative of industrial practices.
{"title":"Systematic Literature Review and ISO Standards analysis to Integrate IT Governance and Security Risk Management","authors":"Nicolas Mayer, D. D. Smet","doi":"10.20533/IJI.1742.4712.2017.0154","DOIUrl":"https://doi.org/10.20533/IJI.1742.4712.2017.0154","url":null,"abstract":"GRC is an umbrella acronym covering the three disciplines of governance, risk management and compliance. In this context, IT GRC is the subset of GRC dealing with IT aspects of GRC. The main challenge of GRC is to have an approach as integrated as possible of the three domains. The objective of our paper is to study one facet of IT GRC: the links and integration between IT governance and risk management that we consider today as the least integrated. To do so, the method followed in this paper is first a systematic literature review, in order to identify the existing research works in this field. The resulting contribution of the paper is a set of recommendations established for practitioners and for researchers on how better deal with the integration between IT governance and risk management. It is then complemented by an analysis of ISO related standards, representative of industrial practices.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123358008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-03-01DOI: 10.20533/IJI.1742.4712.2017.0155
Craig McBride
A description of my experiences flipping undergraduate math and statistics courses for the first two years with advice for any fellow novice flippers. This paper discusses ways to start small and build up to a completely flipped class over the span of a few terms with advice on what technology to use including software and hardware. Students’ academic performances as well as attitudinal data were collected and analyzed to see if flipping had a positive effect on learning and attitudes. Both performance and attitudes improved with flipping.
{"title":"Classroom Flipping and Online Teaching Tool Usage Advice","authors":"Craig McBride","doi":"10.20533/IJI.1742.4712.2017.0155","DOIUrl":"https://doi.org/10.20533/IJI.1742.4712.2017.0155","url":null,"abstract":"A description of my experiences flipping undergraduate math and statistics courses for the first two years with advice for any fellow novice flippers. This paper discusses ways to start small and build up to a completely flipped class over the span of a few terms with advice on what technology to use including software and hardware. Students’ academic performances as well as attitudinal data were collected and analyzed to see if flipping had a positive effect on learning and attitudes. Both performance and attitudes improved with flipping.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115002712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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