Pub Date : 2022-11-29DOI: 10.1108/ijilt-06-2022-0130
C. Looi
PurposeThis response paper aims to comment on specific aspects of the position paper.Design/methodology/approachIn this paper, the author presents a response to Fischer et al.'s contribution on “The Challenge for the Digital Age: Making Learning a Part of Life.” While imperatives and narratives of learning in the future have been well articulated in the literature, their paper provides insights into lifelong learning in the digital age.FindingsThe author raises comments on the comprehensiveness of the lifelong learning perspectives and the calls to action. Over the years, with multiyear efforts on the research-based evolution of the design, implementation and adoption of technology-supported learning environments in some parts of the world, the author believes well-researched innovative pedagogy and design principles have already to some extent impacted transformation of learning and teaching in normal schools. By referring to the work in the running of a model school in Taiwan, the author demonstrate some of the pathways that can guide innovation and work towards operationalizing a futuristic vision that is resonant with the one painted in the paper. The paper will end with some comments on how narratives on the future of learning will evolve.Originality/valueIn trying to understand the lens that the vision would bring to learning on the digital edge, the author has provided commentaries to probe into the comprehensiveness of their vision of future learning. From an Asian perspective, the author describes one effort that can help make progress in moving towards this vision. It involves realizing the vision by grounding our designs in real experiments or instantiations, such as the interest-driven creator (IDC) experimental school in Taiwan, and highlight past research efforts which have been successful in transformation of classrooms and schools such as developing seamless learning for connecting learning in different spaces afforded by mobile digital devices.
{"title":"Towards a comprehensive perspective to making learning a part of life: a response to Fischer et al.'s contribution","authors":"C. Looi","doi":"10.1108/ijilt-06-2022-0130","DOIUrl":"https://doi.org/10.1108/ijilt-06-2022-0130","url":null,"abstract":"PurposeThis response paper aims to comment on specific aspects of the position paper.Design/methodology/approachIn this paper, the author presents a response to Fischer et al.'s contribution on “The Challenge for the Digital Age: Making Learning a Part of Life.” While imperatives and narratives of learning in the future have been well articulated in the literature, their paper provides insights into lifelong learning in the digital age.FindingsThe author raises comments on the comprehensiveness of the lifelong learning perspectives and the calls to action. Over the years, with multiyear efforts on the research-based evolution of the design, implementation and adoption of technology-supported learning environments in some parts of the world, the author believes well-researched innovative pedagogy and design principles have already to some extent impacted transformation of learning and teaching in normal schools. By referring to the work in the running of a model school in Taiwan, the author demonstrate some of the pathways that can guide innovation and work towards operationalizing a futuristic vision that is resonant with the one painted in the paper. The paper will end with some comments on how narratives on the future of learning will evolve.Originality/valueIn trying to understand the lens that the vision would bring to learning on the digital edge, the author has provided commentaries to probe into the comprehensiveness of their vision of future learning. From an Asian perspective, the author describes one effort that can help make progress in moving towards this vision. It involves realizing the vision by grounding our designs in real experiments or instantiations, such as the interest-driven creator (IDC) experimental school in Taiwan, and highlight past research efforts which have been successful in transformation of classrooms and schools such as developing seamless learning for connecting learning in different spaces afforded by mobile digital devices.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42669505","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 : 2022-10-18DOI: 10.1108/ijilt-05-2022-0098
J. Uhomoibhi, Linda Odhiambo Hooper, S. Ghallab, M. Ross, G. Staples
PurposeThis paper seeks to assess the level of impact of COVID-19 pandemic on professional practice for members of professional organisations and the general public in the conduct of business. Investigations into practice using events, attendance records and registered views are carried out. The aim is to identify the challenges and actions being taken to mitigate against them in moving from physical (face-to-face) to virtual (online) mode of operations.Design/methodology/approachThe past two years have seen a complete change in the way we live from life at home, at work and in education. This has impacted the way professional organisations now conduct business including the need to revise ways of upskilling and sustaining practice. Core to all of this is the role of computing and communication for all persons in all works of life. The current study focusses on professional activities and support provided to members of British Computer Society (BCS), The Chartered Institute for IT. The authors examine the events provided, the conduct support provided to members and the general public. The method includes use of surveys of all stakeholders and analysis of data obtained.FindingsThe onset of COVID-19 pandemic was perceived as a real shock for everyone everywhere. Contrary to expectations, faced with the reality of having to do everyone online, the current study found that there were observed increased in the number of activities of professional organisations worldwide. Most interesting is that fact that the number of people participating in these events was found to be increasing using e-learning and other associated online tools and resources. Participants of these events were no longer restricted to local members but widespread globally. There was the appetite for more events to be put up and willingness for more individual and groups to volunteer and/or participate.Research limitations/implicationsThe limitations of current study are that only a few of the many activities have been investigated in this one professional body, BCS, The Chartered Institute for IT. The fact that more events are now being carried out for the many groups and branches implies a lot more digital data would be available for further study to inform developments of members and the general public.Practical implicationsThe impact of COVID-19 pandemic is a huge and evolving. It remains and presents a complicated case for the world to deal with. Amongst the many realities is that living life online has become a new normal and one everybody must learn to adjust to. Professional organisations such as the BCS would need to think of not only their members but also the general public and how well society and business can be sustained going forward. This involves considering developments of educational resources and appropriate platforms to meet the needs of the public, private and the voluntary sectors in society.Social implicationsDue to restricted physical (face-to-face) interacti
{"title":"The impact of COVID-19 on professionalism in practice and future directions","authors":"J. Uhomoibhi, Linda Odhiambo Hooper, S. Ghallab, M. Ross, G. Staples","doi":"10.1108/ijilt-05-2022-0098","DOIUrl":"https://doi.org/10.1108/ijilt-05-2022-0098","url":null,"abstract":"PurposeThis paper seeks to assess the level of impact of COVID-19 pandemic on professional practice for members of professional organisations and the general public in the conduct of business. Investigations into practice using events, attendance records and registered views are carried out. The aim is to identify the challenges and actions being taken to mitigate against them in moving from physical (face-to-face) to virtual (online) mode of operations.Design/methodology/approachThe past two years have seen a complete change in the way we live from life at home, at work and in education. This has impacted the way professional organisations now conduct business including the need to revise ways of upskilling and sustaining practice. Core to all of this is the role of computing and communication for all persons in all works of life. The current study focusses on professional activities and support provided to members of British Computer Society (BCS), The Chartered Institute for IT. The authors examine the events provided, the conduct support provided to members and the general public. The method includes use of surveys of all stakeholders and analysis of data obtained.FindingsThe onset of COVID-19 pandemic was perceived as a real shock for everyone everywhere. Contrary to expectations, faced with the reality of having to do everyone online, the current study found that there were observed increased in the number of activities of professional organisations worldwide. Most interesting is that fact that the number of people participating in these events was found to be increasing using e-learning and other associated online tools and resources. Participants of these events were no longer restricted to local members but widespread globally. There was the appetite for more events to be put up and willingness for more individual and groups to volunteer and/or participate.Research limitations/implicationsThe limitations of current study are that only a few of the many activities have been investigated in this one professional body, BCS, The Chartered Institute for IT. The fact that more events are now being carried out for the many groups and branches implies a lot more digital data would be available for further study to inform developments of members and the general public.Practical implicationsThe impact of COVID-19 pandemic is a huge and evolving. It remains and presents a complicated case for the world to deal with. Amongst the many realities is that living life online has become a new normal and one everybody must learn to adjust to. Professional organisations such as the BCS would need to think of not only their members but also the general public and how well society and business can be sustained going forward. This involves considering developments of educational resources and appropriate platforms to meet the needs of the public, private and the voluntary sectors in society.Social implicationsDue to restricted physical (face-to-face) interacti","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41434064","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 : 2022-10-13DOI: 10.1108/ijilt-03-2022-0069
Niklas Humble, Peter Mozelius
PurposeThe conducted examination of programming affordances and constraints had the purpose of adding knowledge and value that facilitate the on-going national curricula revision; knowledge that also could be of general interest outside the Swedish K-12 context.Design/methodology/approachWith a qualitative approach, the study was conducted as a document analysis where submitted lesson plans were the base for a directed content analysis.FindingsThis study presents findings on how the involvement of programming in mathematics and technology have potential to foster engagement and motivation among students. Findings also indicate that the implementation of programming can develop important general skills that go beyond the boundaries of mathematics and technology. Moreover, the identified constraints could be valuable to improve the on-going curriculum development for K-12 mathematics and technology.Research limitations/implicationsThis qualitative study was conducted on a relatively small number of teachers where the majority has taken the courses on a voluntary basis. An important complement would be to conduct a larger quantitative study with data from a more general sample of K-12 teachers.Practical implicationsResults and discussions provide guidance for K-12 teachers and other stakeholders who want to introduce programming as a complementary tool in teaching and learning activities.Social implicationsThe study has a contribution to the on-going implementation of the Swedish national curricula for K-12 mathematics and technology.Originality/valueDuring the last years, many studies have been published on teacher training in programming, and how the training can be improved. This study goes beyond the actual teacher training and examine aspects teachers translate to theirs daily work after completing the training.
{"title":"Making programming part of teachers' everyday life – Programming affordances and constraints for K-12 mathematics and technology","authors":"Niklas Humble, Peter Mozelius","doi":"10.1108/ijilt-03-2022-0069","DOIUrl":"https://doi.org/10.1108/ijilt-03-2022-0069","url":null,"abstract":"PurposeThe conducted examination of programming affordances and constraints had the purpose of adding knowledge and value that facilitate the on-going national curricula revision; knowledge that also could be of general interest outside the Swedish K-12 context.Design/methodology/approachWith a qualitative approach, the study was conducted as a document analysis where submitted lesson plans were the base for a directed content analysis.FindingsThis study presents findings on how the involvement of programming in mathematics and technology have potential to foster engagement and motivation among students. Findings also indicate that the implementation of programming can develop important general skills that go beyond the boundaries of mathematics and technology. Moreover, the identified constraints could be valuable to improve the on-going curriculum development for K-12 mathematics and technology.Research limitations/implicationsThis qualitative study was conducted on a relatively small number of teachers where the majority has taken the courses on a voluntary basis. An important complement would be to conduct a larger quantitative study with data from a more general sample of K-12 teachers.Practical implicationsResults and discussions provide guidance for K-12 teachers and other stakeholders who want to introduce programming as a complementary tool in teaching and learning activities.Social implicationsThe study has a contribution to the on-going implementation of the Swedish national curricula for K-12 mathematics and technology.Originality/valueDuring the last years, many studies have been published on teacher training in programming, and how the training can be improved. This study goes beyond the actual teacher training and examine aspects teachers translate to theirs daily work after completing the training.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45895494","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}
The majority of low and middle-income countries (LMICs) have frequently implemented health information systems (HIS) in response to international pressure to account for health care investments. Health information can facilitate better planning and monitoring health services, which may lead to improved health outcomes, which is the concept behind robust and effective HIS. However, the use of health information systems (HIS) as accountability tools has frequently been criticized for being counterproductive because they give health information more significance to international organizations and national governments than to those in charge of local health services. This paper aims to examine how HIS influence the development of local accountability practices and their effects on health care delivery. The technology domain of HIS is combined with a theoretical perspective derived from structuration theory. A case study of HIS in Kenya is analyzed from this point of view. The findings have implications for the application of structuration theory to comprehending accountability and the significance of IT materiality in structuration processes. It contributes to a deeper comprehension of how HIS can foster enhanced human development and health care. It also contributes to the comprehension of IS as a means of socialization through which users can negotiate multiple accountability goals as well as a means of governing people's behavior. Keywords: Health, Information systems, Healthcare
{"title":"Health Information System","authors":"Winnie Kutto","doi":"10.53819/81018102t6033","DOIUrl":"https://doi.org/10.53819/81018102t6033","url":null,"abstract":"The majority of low and middle-income countries (LMICs) have frequently implemented health information systems (HIS) in response to international pressure to account for health care investments. Health information can facilitate better planning and monitoring health services, which may lead to improved health outcomes, which is the concept behind robust and effective HIS. However, the use of health information systems (HIS) as accountability tools has frequently been criticized for being counterproductive because they give health information more significance to international organizations and national governments than to those in charge of local health services. This paper aims to examine how HIS influence the development of local accountability practices and their effects on health care delivery. The technology domain of HIS is combined with a theoretical perspective derived from structuration theory. A case study of HIS in Kenya is analyzed from this point of view. The findings have implications for the application of structuration theory to comprehending accountability and the significance of IT materiality in structuration processes. It contributes to a deeper comprehension of how HIS can foster enhanced human development and health care. It also contributes to the comprehension of IS as a means of socialization through which users can negotiate multiple accountability goals as well as a means of governing people's behavior. Keywords: Health, Information systems, Healthcare","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":"74 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83744805","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 : 2022-10-12DOI: 10.1108/ijilt-03-2022-0042
Christina Löfving, Anna Godhe, Johan Lundin
PurposeThe paper aims to investigate and describe the complex and dynamic dilemmas teachers are facing connected to students' net-based out-of-school activities.Design/methodology/approachThe authors draw on the notion of dilemmatic spaces when thematically analyzing focus group interviews conducted with 41 teachers at three lower secondary schools in Sweden.FindingsTwo themes capture the teachers' dilemmas concerning their students´ net-based out-of-school activities: negotiations of content and negotiations of professional identity. When teachers take part in professional discussions where dilemmatic spaces are recognized, rather than focusing on either being for or against digitalization, they are enabled to express a multifaceted view of professional identity.Research limitations/implicationsThis study is a starting point for further studies investigating how pedagogical and didactic decisions are made in a digital time.Practical implicationsThe findings are expected to be helpful to policymakers in understanding teachers' work. Also, teachers can be empowered by taking the departure in the findings and discussing how to handle dilemmas fruitfully.Originality/valueIn a rapidly changing digital society, it is important to investigate what dilemmas teachers face in their work in order to learn from them. This study is a significant contribution.
{"title":"Teachers' dilemmatic spaces connected to students' net-based out-of-school activities","authors":"Christina Löfving, Anna Godhe, Johan Lundin","doi":"10.1108/ijilt-03-2022-0042","DOIUrl":"https://doi.org/10.1108/ijilt-03-2022-0042","url":null,"abstract":"PurposeThe paper aims to investigate and describe the complex and dynamic dilemmas teachers are facing connected to students' net-based out-of-school activities.Design/methodology/approachThe authors draw on the notion of dilemmatic spaces when thematically analyzing focus group interviews conducted with 41 teachers at three lower secondary schools in Sweden.FindingsTwo themes capture the teachers' dilemmas concerning their students´ net-based out-of-school activities: negotiations of content and negotiations of professional identity. When teachers take part in professional discussions where dilemmatic spaces are recognized, rather than focusing on either being for or against digitalization, they are enabled to express a multifaceted view of professional identity.Research limitations/implicationsThis study is a starting point for further studies investigating how pedagogical and didactic decisions are made in a digital time.Practical implicationsThe findings are expected to be helpful to policymakers in understanding teachers' work. Also, teachers can be empowered by taking the departure in the findings and discussing how to handle dilemmas fruitfully.Originality/valueIn a rapidly changing digital society, it is important to investigate what dilemmas teachers face in their work in order to learn from them. This study is a significant contribution.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41365788","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 : 2022-10-03DOI: 10.1108/ijilt-05-2022-0118
Albanë Gashi, Genc Zhushi, B. Krasniqi
PurposeThis paper aims at identifying crucial factors that affect student satisfaction with synchronous e-learning. For this purpose, a research model comprised of perceived usefulness (PU), perceived ease of use (PEU), computer anxiety (CA), self-efficacy (SE), system accessibility (SA), perceived interaction (PI) and perceived flexibility (PF) was developed.Design/methodology/approachFor the purpose of this research, an online questionnaire was used. All of the measures are adapted from previously validated instruments and adjusted to fit the research aim. Accordingly, the questionnaire resulted in 49 items, which yielded eight constructs. To test the hypothesized model, structural equation modeling was employed on a valid sample of 263 higher education students.FindingsAccording to the results, PU, PI, CA and flexibility were all found to be significant. PU demonstrated the most contribution following by PF and PI.Research limitations/implicationsEven though this study has included some critical factors theorized to influence e-learning settings, it does not incorporate all elements. In terms of sample size, a bigger sample would be more favorable. Lastly, the study took place during the COVID-19 pandemic, where free movement and social activities were restricted, which may have influenced students' perception of synchronous e-learning.Practical implicationsThis research contributes to a greater understanding of the student experience with synchronous e-learning, and its findings can provide relevant stakeholders, particularly e-learning practitioners, with insights into effectively adopting and improving such settings.Originality/valueThis study uses an integrated model of several constructs to investigate student satisfaction in terms of just synchronous e-learning rather than e-learning in general. Several validated instruments were used and tested in a new context and sample. Additionally, the study provides evidence during COVID-19.
{"title":"Exploring determinants of student satisfaction with synchronous e-learning: evidence during COVID-19","authors":"Albanë Gashi, Genc Zhushi, B. Krasniqi","doi":"10.1108/ijilt-05-2022-0118","DOIUrl":"https://doi.org/10.1108/ijilt-05-2022-0118","url":null,"abstract":"PurposeThis paper aims at identifying crucial factors that affect student satisfaction with synchronous e-learning. For this purpose, a research model comprised of perceived usefulness (PU), perceived ease of use (PEU), computer anxiety (CA), self-efficacy (SE), system accessibility (SA), perceived interaction (PI) and perceived flexibility (PF) was developed.Design/methodology/approachFor the purpose of this research, an online questionnaire was used. All of the measures are adapted from previously validated instruments and adjusted to fit the research aim. Accordingly, the questionnaire resulted in 49 items, which yielded eight constructs. To test the hypothesized model, structural equation modeling was employed on a valid sample of 263 higher education students.FindingsAccording to the results, PU, PI, CA and flexibility were all found to be significant. PU demonstrated the most contribution following by PF and PI.Research limitations/implicationsEven though this study has included some critical factors theorized to influence e-learning settings, it does not incorporate all elements. In terms of sample size, a bigger sample would be more favorable. Lastly, the study took place during the COVID-19 pandemic, where free movement and social activities were restricted, which may have influenced students' perception of synchronous e-learning.Practical implicationsThis research contributes to a greater understanding of the student experience with synchronous e-learning, and its findings can provide relevant stakeholders, particularly e-learning practitioners, with insights into effectively adopting and improving such settings.Originality/valueThis study uses an integrated model of several constructs to investigate student satisfaction in terms of just synchronous e-learning rather than e-learning in general. Several validated instruments were used and tested in a new context and sample. Additionally, the study provides evidence during COVID-19.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47428353","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 : 2022-10-03DOI: 10.1108/ijilt-07-2022-0149
Amal Ben Soussia, Chahrazed Labba, A. Roussanaly, A. Boyer
PurposeThe goal is to assess performance prediction systems (PPS) that are used to assist at-risk learners.Design/methodology/approachThe authors propose time-dependent metrics including earliness and stability. The authors investigate the relationships between the various temporal metrics and the precision metrics in order to identify the key earliness points in the prediction process. Authors propose an algorithm for computing earliness. Furthermore, the authors propose using an earliness-stability score (ESS) to investigate the relationship between the earliness of a classifier and its stability. The ESS is used to examine the trade-off between only time-dependent metrics. The aim is to compare its use to the earliness-accuracy score (EAS).FindingsStability and accuracy are proportional when the system's accuracy increases or decreases over time. However, when the accuracy stagnates or varies slightly, the system's stability is decreasing rather than stagnating. As a result, the use of ESS and EAS is complementary and allows for a better definition of the point of earliness in time by studying the relation-ship between earliness and accuracy on the one hand and earliness and stability on the other.Originality/valueWhen evaluating the performance of PPS, the temporal dimension is an important factor that is overlooked by traditional measures current metrics are not well suited to assessing PPS’s ability to predict correctly at the earliest, as well as monitoring predictions stability and evolution over time. Thus, in this work, the authors propose time-dependent metrics, including earliness, stability and the trade-offs, with objective to assess PPS over time.
{"title":"Time-dependent metrics to assess performance prediction systems","authors":"Amal Ben Soussia, Chahrazed Labba, A. Roussanaly, A. Boyer","doi":"10.1108/ijilt-07-2022-0149","DOIUrl":"https://doi.org/10.1108/ijilt-07-2022-0149","url":null,"abstract":"PurposeThe goal is to assess performance prediction systems (PPS) that are used to assist at-risk learners.Design/methodology/approachThe authors propose time-dependent metrics including earliness and stability. The authors investigate the relationships between the various temporal metrics and the precision metrics in order to identify the key earliness points in the prediction process. Authors propose an algorithm for computing earliness. Furthermore, the authors propose using an earliness-stability score (ESS) to investigate the relationship between the earliness of a classifier and its stability. The ESS is used to examine the trade-off between only time-dependent metrics. The aim is to compare its use to the earliness-accuracy score (EAS).FindingsStability and accuracy are proportional when the system's accuracy increases or decreases over time. However, when the accuracy stagnates or varies slightly, the system's stability is decreasing rather than stagnating. As a result, the use of ESS and EAS is complementary and allows for a better definition of the point of earliness in time by studying the relation-ship between earliness and accuracy on the one hand and earliness and stability on the other.Originality/valueWhen evaluating the performance of PPS, the temporal dimension is an important factor that is overlooked by traditional measures current metrics are not well suited to assessing PPS’s ability to predict correctly at the earliest, as well as monitoring predictions stability and evolution over time. Thus, in this work, the authors propose time-dependent metrics, including earliness, stability and the trade-offs, with objective to assess PPS over time.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45640273","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}
Information and Communication Technologies have become a critical success factor for service delivery in Kenya's public sector. Applying ICTs in service delivery has become a game changer in public records management. It has completely transformed records management work procedures, methods, and principles. The study aimed to assess how operational efficiency can be achieved by adopting ICT in diplomatic records management at the Ministry of Foreign Affairs, Kenya. The study was guided by records continuum and hybrid theories and adopted the descriptive survey research design. The target population comprised 887 Ministry of Foreign Affairs employees, from which a sample of 87 participants was selected using a stratified and purposive sampling approach. Questionnaires and interview schedules were used to collect data, which was analyzed quantitatively and qualitatively using Statistical Package for Social Sciences and content analysis. The study revealed that the Ministry of Foreign Affairs had embarked on the assimilation of ICTs into its operational activities as a component of e-service delivery. As a result, the study established that diplomatic records, which were vital in achieving operational efficiency, were being created, accessed, and used in electronic format. Inadequate infrastructure for electronic records management programs was, however, found to be a significant hindrance to the realization and use of diplomatic electronic records. The study recommends that the Ministry of Foreign Affairs develop and execute a comprehensive electronic records management policy and regulatory framework to integrate e-records into Ministry's operational efficiency and service delivery. The Ministry of foreign affairs should collaborate with Information Communication and Technologies Authority to develop infrastructure for electronic records management systems to ensure that all software acquired for managing electronic records capture records management requirements to achieve operational efficiency and improved service delivery. Keywords: Electronic Records, Operational Efficiency, Ministry of Foreign Affairs, Diplomatic Records, Record Management Technologies
信息和通信技术已成为肯尼亚公共部门提供服务的关键成功因素。信息通信技术在服务提供中的应用已成为公共档案管理的变革因素。它彻底改变了档案管理的工作程序、方法和原则。这项研究的目的是评估如何通过在肯尼亚外交部的外交记录管理中采用信息通信技术来实现业务效率。本研究以记录连续理论和混合理论为指导，采用描述性调查研究设计。调查对象为887名外交部工作人员，采用分层有目的抽样方法，从中抽取87名参与者。采用问卷调查和访谈表收集数据，使用Statistical Package for Social Sciences和内容分析对数据进行定量和定性分析。研究表明，外交部已着手将信息通信技术作为电子服务提供的一个组成部分纳入其业务活动。因此，这项研究确定，正在以电子格式创建、查阅和使用对实现业务效率至关重要的外交记录。然而，电子记录管理方案的基础设施不足被认为是实现和使用外交电子记录的重大障碍。该研究建议外交部制定并执行全面的电子档案管理政策和监管框架，将电子档案整合到外交部的业务效率和服务提供中。外交部应与信息通信和技术管理局合作，开发电子记录管理系统的基础设施，以确保为管理电子记录而获得的所有软件都符合记录管理的要求，以实现业务效率和改进服务的提供。关键词:电子档案，运作效率，外交部，外交档案，档案管理技术
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Pub Date : 2022-09-27DOI: 10.1108/ijilt-11-2021-0167
M. Saifullah, Nuzhat Sharmeen, Zaima Ahmed
PurposeThe novel coronavirus (COVID-19) remains a global public health emergency as declared by the World Health Organization (WHO). The COVID-19 impacted educational institutions around the world, and they were shut down to minimize the fatalities and spread of the infection. Educational institutions around the world, including Bangladesh, started to conduct online classes as an alternative to physical classes. Therefore, this study assesses the effectiveness of online classes in terms of information and communications technology (ICT) readiness, online class assessment, online class participation, and convenience and flexibility for the educational institutions of Bangladesh.Design/methodology/approachTo fulfill the objective of the study, data were collected from 817 teachers and students. Additionally, the partial least squares (PLS) regression method was adopted as a quantitative technique.FindingsThe study shows that online class participation, online class assessment, and convenience and flexibility have positive relationships with ICT readiness and the effectiveness of online classes. At the same time, the challenges of online classes have negative relationships with ICT readiness and the effectiveness of online classes.Practical implicationsThe study suggests that the government should ensure stable internet connectivity access across the country so that both students and teachers can participate in online classes effectively. Moreover, educational institutional authorities should extend support to the institutions for developing proper ICT infrastructure.Originality/valueICT infrastructure readiness is the backbone for effective online education; however, before the COVID-19 pandemic, online education was almost non-existent at the educational institutional level in Bangladesh. The country started developing the ICT infrastructure only when online classes were scheduled to start, and the development is still ongoing. Hence, this study used ICT readiness as a mediator factor. Moreover, primary data are used in this study. The findings of the study will help academicians and policymakers to better understand the effectiveness of online classes.
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Pub Date : 2022-09-27DOI: 10.1108/ijilt-07-2022-0147
Bowen Hui
PurposeThe purpose of this work is to illustrate the processes involved in managing teams in order to assist designers and developers to build software that support teamwork. A deeper investigation into the role of team analytics is discussed in this article.Design/methodology/approachMany researchers over the past several decades studied the success factors of a team. Despite many efforts, there is still no consensus on how a team should ideally be formed. Consequently, how one decides to form teams in a class depends on the domain, classroom context and pedagogical objectives. Therefore, software used to support an instructor in forming teams must be flexible enough to accommodate a variety of use cases and support the users throughout the lifecycle of teamwork. In this work, the author proposes a framework for designing general-purpose team management software. The author reviews existing team formation software and focuses specifically on opportunities for advancing research in team analytics.FindingsIn this context, the author identifies four areas of research opportunities for team analytics.Originality/valueLastly, the author proposes a series of research questions (RQs) and discusses the pedagogical, design, technical and social challenges involved.
{"title":"Design guidelines and research directions for team analytics","authors":"Bowen Hui","doi":"10.1108/ijilt-07-2022-0147","DOIUrl":"https://doi.org/10.1108/ijilt-07-2022-0147","url":null,"abstract":"PurposeThe purpose of this work is to illustrate the processes involved in managing teams in order to assist designers and developers to build software that support teamwork. A deeper investigation into the role of team analytics is discussed in this article.Design/methodology/approachMany researchers over the past several decades studied the success factors of a team. Despite many efforts, there is still no consensus on how a team should ideally be formed. Consequently, how one decides to form teams in a class depends on the domain, classroom context and pedagogical objectives. Therefore, software used to support an instructor in forming teams must be flexible enough to accommodate a variety of use cases and support the users throughout the lifecycle of teamwork. In this work, the author proposes a framework for designing general-purpose team management software. The author reviews existing team formation software and focuses specifically on opportunities for advancing research in team analytics.FindingsIn this context, the author identifies four areas of research opportunities for team analytics.Originality/valueLastly, the author proposes a series of research questions (RQs) and discusses the pedagogical, design, technical and social challenges involved.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44188995","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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