eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2025-05-29 22 5548 article Eli Cohen InformingScience@Comcast.net Table of Contents for IISIT Volume 22, 2025 http://www.informingscience.org/Publications/5548 IISIT Informing Science information technology eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2025-05-29 22 5503 article Theodore P Langdon theodore.langdon@uc.edu Anshuman Yashodhar Rangaraj rangarar@mail.uc.edu Hazem Said Hazem.Said@uc.edu Aim/Purpose. This study aims to identify the influential factors in the application of Applied Data Science in healthcare. Background. The research examines the historical adoption and use of Applied Data Science in the healthcare industry, addressing the specific question: What are the factors that influence the use of Applied Data Science in healthcare throughout the history of information technology? Methodology. The study was conducted using a systematic literature review methodology following Kitchenham and Charters’ (2007) protocol, which includes planning, conducting, and reporting the review. Contribution. The study contributes to understanding key factors that shape the adoption and application of data science technologies in healthcare. Findings. The study used thematic analysis and identified six factors that influenced the application of Applied Data Science in healthcare: deep learning, data organization, medical or healthcare applications, techniques used, data and computing infrastructure, and language systems. Recommendation for Practitioners. The study recommends that the application of data science should adapt in response to advancements in technologies and computing infrastructure. It further suggests that recent developments in these areas may drive a significant transformation in the field. Recommendation for Researchers. The study recommends further examination of the evolution of applied data science in healthcare, especially from 1975 to 1990, when limited primary studies were available. Impact on Society. The results highlight the importance of technological infrastructure, advanced learning models, organized datasets, and ethical considerations for effective data science integration in healthcare. Future Research. Future studies should explore the timeline more, particularly in the time frame of 1975 to 1990, when a gap in the literature was found. Studies could also investigate regional differences, especially focusing on how differences in incomes and GDP affect healthcare data. Additionally, further research should expand beyond the ACM Digital Library to create a more comprehensive view of the field. http://www.informingscience.org/Publications/5503 applied computing life and medical sciences health informatics eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2025-05-29 22 5504 article John Mangundu jmangundu2009@gmail.com Singarila Somanje singarila.somanje@outlook.com Aim/Purpose This paper seeks to unearth the benefits of deep fake technology and its potential for application to pursue unethical intentions on social media, thereby negatively impacting individuals and society’s well-being. Background The research paper addresses the problem by exploring the ethical implications of deep fake technology and fake news on social media. Through the analysis of the impact on trust, privacy, and democracy, regulatory and ac-countability recommendations are made. Methodology Through a systematic literature review and thematic data analysis, this paper presents interesting ethical issues around deep fake technology and fake news on social media. Contribution This study contributes to the debate around artificial intelligence, social media, and the associated regulatory environment by offering insights into deep fake technology’s social, political, and psychological consequences. Findings The study finds an urgent need to design and implement a strong regulatory framework for both content creators and social media platforms to curb the spread of harmful content and protect individuals’ rights. Recommendations for Practitioners The study recommends robust content moderation, stronger regulatory frameworks, media literacy, and awareness campaigns to citizens to improve their ability to assess social media content’s authenticity. Recommendations for Researchers Researchers are encouraged to take an interdisciplinary approach that includes law, ethics, information systems, psychology, and media studies to address the challenges brought by deep fake technology. Impact on Society The paper impacts society by advancing the comprehension of the potential impacts of digital manipulation. Future Research Scholars may conduct longitudinal studies to determine the long-term psychological and social effects of individuals’ exposure to deep fakes on social media. http://www.informingscience.org/Publications/5504 social media ethics deep fake technology fake news artificial intelligence deep learning eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2025-05-31 22 5506 article Samuel Sambasivam samuel.sambasivam@woodbury.edu Charles D Mitchell charlesdmitchelljr@gmail.com Aim/Purpose The proliferation of online banking has led to a significant increase in identity theft and cybercrimes, creating an urgent need to develop more effective predictive models to detect and prevent such fraudulent activities using advanced technological approaches. Background This study addresses the critical gap in the existing literature by exploring how historical identity theft victim data can be leveraged through supervised ma-chine learning to create a comprehensive prediction model for identifying and preventing future identity theft incidents. Methodology A design science quantitative-focused research approach was employed, analyzing public records of identity theft victims in the United States from 2016. The study utilized a nonexperimental research design to compare and group data sets by number of victims and types of identity theft, applying an onto-logical research philosophy to examine the potential of supervised machine learning in prediction. Contribution The research contributes to the body of knowledge by demonstrating a novel approach to identity theft prevention through data-driven predictive modeling, bridging the gap between historical victim data and machine learning technologies. Findings The study confirmed that supervised machine learning can be effectively used to create an identity theft prediction model using historical victim data, providing insights into potential detection and prevention strategies for cybercrime. Recommendations for Practitioners (1) Implement advanced machine learning models for early identity theft detection. (2) Develop comprehensive data collection strategies for historical victim information. (3) Integrate predictive analytics into existing fraud prevention systems. Recommendations for Researchers (1) Expand the dataset to include more recent and diverse identity theft incidents. (2) Develop more sophisticated machine learning algorithms. (3) Investigate cross-border identity theft patterns. (4) Explore the integration of multiple data sources for improved prediction accuracy. Impact on Society The research offers a potential breakthrough in combating identity theft, potentially reducing financial losses, protecting individual privacy, and enhancing overall cybersecurity for online banking and financial transactions. Future Research (1) Developing real-time prediction models. (2) Exploring artificial intelligence techniques for more dynamic fraud detection. (3) Investigating the psychological and social factors contributing to identity theft. http://www.informingscience.org/Publications/5506 historical financial transactions big data machine learning fraud detection identity theft eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2025-06-01 22 5508 article Hansinie M Jayathilake jayathhm@mail.uc.edu Amir Reza Asadi asadiaa@mail.uc.edu Taiwo Peter Akinremi akinretp@mail.uc.edu Joel K Appiah appiahjk@mail.uc.edu Opetunde O Ibitoye ibitoyoo@mail.uc.edu Hazem Said Hazem.Said@uc.edu Aim/Purpose This study investigates how technology-driven nudging can enhance decision-making quality and consistency in the U.S. criminal justice system, addressing declining public trust. Background In today’s digital age, Information Technology (IT) plays a crucial role in improving decision-making in the criminal justice system, especially in the United States. Despite the technological adoption and advancements in the domain, trust in decision-making within the system is decreasing. Methodology The study employs qualitative research through focus groups and grounded theory analysis, as it is an exploratory study. Participants were chosen using a mix of convenience and purposive sampling in multidisciplinary domains such as criminal justice, human-computer interaction, artificial intelligence, law, and behavioral psychology. The participants were experts with more than ten years of experience in their respective domains. Further, grounded theory approach was utilized for data analysis. Contribution The study presented a conceptual framework derived from the insights of the focus group data that addresses fundamental factors which influence the implementation, adoption, and evaluation of the efficacy of technological interventions in the U.S. criminal justice system, by focusing on intervention, outcomes, and contextual factors in a practical and more realistic approach. Findings The study identified benefits of using technology driven nudges to support decision-making in the criminal justice system while identifying considerations for implementing technology-driven nudging interventions. In addition, the study found six contextual factors which affect interventions and outcomes, including voter influence, public perception, environment and resources, decision-making scenarios, and decision-makers’ attitudes. Further, the study proposed a conceptual(theoretical) framework that can be utilized by practitioners and researchers to design, implement and evaluate the technological interventions in criminal justice decision making. Recommendations for Practitioners Practitioners can use the study’s conceptual framework as a guide to design, implement, and evaluate nudging interventions tailored to the criminal justice context. Recommendations for Researchers Researchers can build on the proposed theoretical framework, to initiate research experiments and refining it through empirical testing and expanding it to accommodate a wider range of scenarios within criminal justice and beyond. Impact on Society The findings support the development of guidelines or regulations for the ethical and effective application of digital tools in decision-making within the criminal justice system. Additionally, this study can contribute to rebuilding trust in the criminal justice system by employing technology-driven nudging methods that enhance transparency and accountability. Future Research Future research should empirically validate the nudging framework by assessing long-term societal impacts and explore applications in other domains. http://www.informingscience.org/Publications/5508 technology-driven nudging; grounded theory; decision-making; information technology criminal justice; qualitative research eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2025-06-01 22 5507 article Sung J Shim sung.shim@shu.edu Aim/Purpose This study investigates the reliability of peer assessments for information systems (IS) case study presentations and examines differences between American and Chinese graduate students in evaluating such presentations. Background Peer assessments provide diverse perspectives in evaluating student work, but cultural differences may influence assessment patterns. This study explores how American and Chinese students differ in their assessment of IS case study presentations using real-world cases. Methodology Data were collected from 89 graduate students across four course sections - three comprising 54 American students and one with 35 Chinese students. Peer assessments were analyzed based on three constructs: organization, content, and communication. Statistical methods, including reliability tests and F-tests, were used to assess the constructs and compare the two groups. Contribution This study contributes to the understanding of peer assessment reliability and highlights cultural differences in assessment practices, particularly in IS education. It expands the empirical literature on using real-world cases and peer assessments in IS courses. Findings Peer assessments were found to be a moderately reliable method for evaluating IS case study presentations. While no significant differences emerged between American and Chinese students in the organization and content constructs, a notable cultural difference was observed in the communication construct. American students excelled in communication and displayed a tendency toward greater leniency in their assessments compared to their Chinese counterparts. These findings highlight the importance of considering cultural dynamics when designing and interpreting peer assessments in educational contexts. Recommendations for Practitioners Educators should design culturally inclusive peer assessment systems and offer training for students to provide constructive and unbiased feedback. Greater emphasis should be placed on enhancing students’ communication skills. Recommendations for Researchers Future studies should investigate how cultural contexts shape students’ assessment criteria and explore methods to mitigate biases in peer assessments across diverse student populations. Impact on Society The findings encourage equitable educational practices, fostering better intercultural understanding and collaboration in globalized learning environments. This approach improves the reliability of student assessments and enhances the quality of education. Future Research Further research should explore how peer assessments evolve over time with training and assess their application in interdisciplinary or multinational courses. Studies could also investigate other cultural dimensions influencing peer assessment practices. Keywords peer assessment, information systems (IS) education, cultural differences, real-world cases http://www.informingscience.org/Publications/5507 peer assessment information systems (IS) education cultural differences real-world cases eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2025-06-01 22 5538 article Nicole A. Buzzetto-Hollywood nabuzzetto-more@umes.edu Katherine A. Quinn kaquinn@umes.edu Aim/Purpose Institutions with a commitment to diversity, equity, and inclusion (DEI) must evaluate their praxes for equity, recognizing that campuses must be inclusive communities that celebrate diversity. Further, teaching and learning experiences should provide mirrors, windows, and doors, have cultural validity, afford multiple mechanisms for student success, be centered around the assets of students, build knowledge, extend perspectives, and foster empathy. Background A state university system, located in the mid-Atlantic region of the United States, has a strategic plan that prioritizes diversity, equity, and inclusion with goals that include the conduct of research on DEI, promoting best practices to enhance inclusion and endorse equity, and nurturing DEI education that encourages students to be informed and engaged citizens and social change agents in our democracy. A minority-serving institution located in this system has also prioritized justice, equity, diversity, and inclusion (JEDI) with activities that include evaluating and assessing current programming and services; introducing a JEDI institutional learning goal and supporting general education requirement; using surveys to measure faculty, student, and staff perceptions; and exploring culturally responsive practices throughout teaching and learning. Accordingly, in 2024, a quality improvement project was proposed that involves the development, delivery, and reporting of a comprehensive JEDI needs assessment of the community using a mixed methods approach. Methodology This paper outlines the process by which a mid-Atlantic HBCU has engaged in a comprehensive JEDI needs assessment. More specifically, thirteen specific steps are discussed: 1. Identification of goals 2. Establishment of research questions 3. Review of literature and existing tools 4. Consultation with experts 5. Identification of Methodology 6. Preparation of draft instruments 7. Check of readability and face validity 8. Expert panel review 9. Institutional Review Board review and approval 10. Pilot study 11. Distribution and data collection 12. Analysis and reporting of findings 13. Internal validity testing and use of results Contribution The instruments prepared as a result of this endeavor are shared in this paper and are available for adoption and customization with approval and attribution. Findings The surveys were closed in December of 2024. Internal validity testing was conducted via the application of Cronbach’s alpha. The Cronbach’s alpha analysis results indicated high internal consistency and reliability. Recommendations for Researchers It is hoped that by sharing processes and instrumentation, more institutions will decide to engage in similar comprehensive climate studies. Impact on Society It is the goal of the authors that this paper contributes to the body of literature on DEI in higher education. Future Research The survey results will be reported and included in a future paper, and the information gathered will be used to inform qualitative assessment measures. http://www.informingscience.org/Publications/5538 DEI JEDI diversity equity and inclusion culturally responsive teaching CRT HBCU inclusion intersectional theory decolonization inclusive education critical pedagogy eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2025-06-02 22 5510 article Krishnakumar Nair nairk@usf.edu Aim/Purpose Globally, small businesses are experiencing alarmingly high failure rates. The Business Failure Modes and Effects Analysis (BFMEA) framework was developed as a proactive solution to address this challenge, specifically targeting small technology enterprises representing approximately one-third of the small enterprises sector. This research illustrates how targeted practitioner interventions and iterative refinements, guided by the elaborated Action Design Research (eADR) methodology, significantly enhanced the effectiveness of the BFMEA worksheet – evolving it into a structured, practical tool for improving business resilience. Background The BFMEA artifact, presented as a structured worksheet, enables business owners to systematically identify potential failure modes while emphasizing proactive risk identification and prioritization within small businesses or industries. Following its preliminary implementation in select small technology enterprises, the BFMEA framework is positioned for broader adoption across various industry sectors. Methodology The author applied the eADR methodology to evolve the BFMEA theory and the artifact (worksheet). Through the four stages of diagnosis, design, implementation, and evolution, eADR facilitated the iterative refinement of the BFMEA worksheet. Practitioner interventions throughout this process enhanced its effectiveness and expanded its scalability. Contribution Enhancing the resilience of small industries is vital to ensuring regional and global economic stability. This study presents the development and refinement of the BFMEA framework – a scalable, structured tool designed to reduce failure rates among small technology businesses – emphasizing the value of academic-practitioner collaboration in driving sustainable business solutions. Findings This study underscores the value of the eADR methodology in developing innovative, sustainable solutions for small industries through iterative, practitioner-driven artifact design. It also highlights the importance of qualitative analytics and academic-practitioner collaboration in refining the BFMEA framework and enhancing the effectiveness of its worksheet. Recommendations for Practitioners This study highlights the essential role of practitioner involvement in applied research and developing practical business tools. The BFMEA work-sheet empowers small industries to proactively identify and prioritize potential failure modes using the Risk Priority Index (RPI), enabling targeted mitigations that enhance operational resilience and support long-term sustainability. Recommendations for Researchers For applied research to effectively benefit the community, selecting the appropriate research methodology and engaging in relevant businesses, industries, or organizations is essential. The academics-practitioner collaborations ensure the collection of valuable insights that contribute to the refinement and evolution of the solutions. Impact on Society Small industries gain significantly by strengthening their growth, sustainability, and resilience while minimizing failure rates. This study supports global economic stability by offering practical insights and solutions that contribute to the long-term success of small businesses. Future Research Future research will focus on broadening the implementation of BFMEA across a wider spectrum of companies, investigating its potential to enhance small industry funding criteria through engagement with venture capitalists and business angels, and developing an AI-driven BFMEA application that can be universally adopted by businesses. http://www.informingscience.org/Publications/5510 business resilience intervention iteration eADR BFMEA thematic analysis academic-practitioner collaboration eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2025-06-02 22 5513 article Maor Weinberger maor89@gmail.com Dan Bouhnik bouhnik@jct.ac.il Aim/Purpose: The research examines the main factors that motivate users to provide falsified details upon website registration and identifies the types of personal details that are most prone to falsification. In addition, the tendency for identity falsification is predicted by examining various factors, such as, sense of online anonymity, privacy concern, and socio-demographic factors. To provide a contemporaneous dimension to the research, those issues are investigated in relation to the COVID-19 pandemic and examine its influence on privacy concerns and the willingness to expose personal details. Background: Many users choose to deliberately falsify their details during online activities. Methodology: To assess this claim, a user study was carried out among 245 students of the Israeli academia, comprising 52.2% men and 47.8% women, with ages ranging from 18 to 60 years. The research applied a quantitative method using online closed-ended questionnaires. The results were analyzed using conventional statistical methods, such as t-tests and ANOVA. To predict the tendency of identity falsification upon website registration, a logistic regression analysis was performed, taking into account various independent variables: sense of anonymity on websites; sense of exposure to other users online; privacy concern; Internet proficiency; various demographic factors: gender, age, and education. Findings: The research findings suggest that privacy-related issues are the most prevalent for identity falsification. In addition, logistic regression showed that the higher the privacy concerns rates, the higher the chance for identity falsification. http://www.informingscience.org/Publications/5513 identity falsification privacy concern self-disclosure online anonymity trust COVID-19 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2025-06-04 22 5514 article Meg Coffin Murray isdoctor@gmail.com Joy Fluker joy.fluker@yahoo.com Jayant Gupta jayant.gupta@microsoft.com Aim/Purpose This study explores how generative AI is being integrated into unified communications (UC) platforms, focusing specifically on Microsoft Copilot as implemented in Microsoft Teams. It explores how generative AI enhances UC functionalities, identifies key adoption challenges, and provides insights into implementation strategies. Unlike traditional technologies that followed a gradual adoption curve, Copilot’s integration into Teams has the potential to accelerate its adoption, necessitating organizations to be proactive in their planning for its use. Background UC platforms have transformed enterprise communication by integrating multiple tools into a single interface. The integration of generative AI into UC introduces automation of complex routine and time-intensive tasks, enhanced decision support, and workflow optimization. However, adoption dynamics, user experiences, and long-term organizational impacts remain underexplored. Methodology This study employs a meta-analytic approach, synthesizing findings from peer-reviewed articles, conference proceedings, and industry reports. The analysis categorizes user perceptions of AI usefulness, key adoption barriers, and best practices for integration. Contribution This study evaluates the emerging literature on generative AI in UC platforms, focusing on initial user impressions and adoption challenges. Given the technology’s early stage, the findings provide preliminary insights to help organizations plan for effective AI integration in UC environments. Findings The findings indicate that generative AI in UC platforms enhances productivity, streamlines workflows, and improves decision support through features such as meeting summarization, transcription, and AI-driven content generation. However, adoption challenges, including resistance to change, data privacy concerns, and integration complexities, remain key barriers. Recommendations for Practitioners Preliminary findings indicate that users recognize the value of UC platforms integrated with generative AI and anticipate increasing benefits over time. However, successful adoption requires strategic planning to address implementation challenges and ensure effective deployment. Recommendations for Researchers As AI technologies evolve, further research is needed to assess the long-term impact of generative AI in UC platforms on workplace efficiency, productivity gains, user adaptation, and organizational transformation. Comparative research across industries can provide domain-specific best practices, while investigations into human-AI collaboration should examine the balance between automation and human oversight to optimize AI’s role in workplace communication. Impact on Society The integration of generative AI in UC platforms has far-reaching implications for enterprise communication, workforce collaboration, and digital transformation. AI-driven automation is poised to enhance workplace efficiency, but responsible governance and deployment are crucial for ensuring fair and transparent adoption. Future Research Future research is needed to explore the evolving role of agentic AI and its impact on enterprise workflows and strategic decision-making. Studies should assess its role in reducing cognitive load and enhancing team coordination while also addressing adoption challenges such as ethics, automation reliability, and user trust in autonomous AI systems. http://www.informingscience.org/Publications/5514 generative AI unified communications Microsoft Copilot AI adoption eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2025-06-06 22 5516 article Meg Coffin Murray isdoctor@gmail.com Aim/Purpose To address the gap in students’ effective use of generative AI tools, this paper presents a framework to introduce university students to the principles and practices of prompt engineering – the art and science of crafting precise and purposeful inputs to guide LLMs in generating accurate and useful outputs. This paper aims to equip students with strategies to interact meaningfully with AI chatbots for academic success. Background Generative AI tools, like ChatGPT, are widely adopted in educational settings, yet many students lack the skills to harness their full potential. This paper introduces prompt engineering as a critical competency for students to develop both technical proficiency and critical thinking. Methodology The paper provides a structured framework for teaching prompt engineering in university courses. It draws on existing literature, practical applications, and pedagogical strategies to guide educators in integrating generative AI effectively into their university courses. Contribution This paper contributes to the body of knowledge by presenting a comprehensive framework for teaching prompt engineering. It highlights prompt engineering’s role in enhancing AI literacy and preparing students for technology-driven academic and professional environments. Findings Prompt engineering enhances students’ ability to generate precise and relevant outputs from AI tools by supporting student development of communication strategies tailored to large language models. This guide introduces essential concepts and skills that facilitate effective interaction with AI chatbots. Structured instruction in prompt engineering helps to foster critical thinking, problem-solving, and reflective interaction – key competencies for navigating an AI-driven environment. Additionally, integrating prompt engineering into education improves AI literacy, enabling students to tackle complex tasks and apply AI tools effectively across various disciplines. Recommendations for Practitioners Educators should integrate structured, prompt engineering instruction into their courses, emphasizing its interdisciplinary applications. Scaffolded learning will help students develop competency in applying prompt engineering techniques and strategies. Recommendations for Researchers Future studies should explore the long-term impact of prompt engineering instruction on academic performance and professional readiness. Additionally, research should examine its effectiveness across diverse disciplines. Impact on Society Teaching prompt engineering equips students with essential AI literacy skills, fostering responsible and innovative use of AI in academic, professional, and societal contexts. This contributes to a workforce better prepared for the challenges of the AI era. Future Research Further research should examine the integration of multimodal AI tools alongside prompt engineering to assess how combined approaches can enhance learning outcomes. In addition, studies should investigate the effective-ness of various instructional designs to identify best practices for promoting student engagement and skill development. Exploring discipline-specific and pedagogically meaningful student use cases will also be essential to guiding the thoughtful integration of AI tools across diverse educational contexts. http://www.informingscience.org/Publications/5516 generative AI prompt engineering AI literacy large language models higher education eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2025-06-06 22 5524 article Mali Senapathi mali.senapathi@aut.ac.nz Aim/Purpose Given the complex and ill-structured nature of modelling problems, database education can benefit from learning approaches such as inquiry-based learning (IBL), where students are encouraged to work collaboratively on modelling, design, and querying tasks. IBL can be embedded into teaching approaches such as pair programming, which is known for its many benefits, for example, improved student collaboration, enhanced student involvement, and deep learning. Background Data modelling, design, and SQL are crucial parts of a database course in computing, information systems (IS), IT, and software engineering curricula. Students must analyse and model activities at high levels of abstraction before moving to the design, implementation, and data manipulation phases. This research examines the impact of using IBL via a paired assessment in combination with existing teaching methods as an effective learning technique in the practical database project assessment. Methodology This study implements IBL via a paired assessment strategy in a large undergraduate Database System Design course. Students were assessed in pairs to see if they could effectively complete the assessment in collaboration with their partners. Qualitative data was collected and analysed to determine if the paired approach improved learning effectiveness and performance. Furthermore, student feedback and perceptions are analysed. Contribution This research enhances the literature on database education and IBL by presenting a paired assessment approach for academics interested in implementing this methodology in their database courses. It demonstrates how paired assessments can facilitate collaboration in database education. The study outlines four key lessons learned and provides guidelines for effectively assigning pairs, monitoring the balanced contributions of student pairs, implementing peer evaluation systems, and enforcing a strict policy on student attendance and engagement. Findings Findings related to student learning show that the paired assessment was an effective learning technique that improved student engagement and learning. Students strongly supported the paired assessment approach, and their overall perceptions were positive. The findings led to the identification of four lessons learned and guidelines for future implementation. Recommendations for Practitioners Educational implications emphasize the challenges of inquiry-based learning through paired learning for assessment, such as guidelines for assigning pairs and monitoring students’ balanced contributions. They also highlight the benefits, including the development of soft skills. Recommendations for Researchers This study offers guidelines and recommendations for implementing IBL using paired assessment in database education. Researchers can explore the application of pair-based assessment in online and hybrid database education. Impact on Society Academic faculty that aims to enhance student learning in the complex and ill-structured nature of data modelling and database design, as well as in teamwork and collaboration, will benefit their students, the workforce, and society. Future Research Future research could adapt the proposed methodology in various contexts. Additionally, its impact on the online environment warrants further investigation. http://www.informingscience.org/Publications/5524 database education paired assessment paired learning inquiry-based learning collaborative learning eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2025-06-10 22 5509 article Tobias Hackl tobias.hackl@unisg.ch Robert Winter robert.winter@unisg.ch Aim/Purpose This paper explores how large incumbent organizations adopt the newly pro-posed data management approach “Data Mesh”. Particularly, this paper explores to which extent data ownership and data governance are shifting from a centralized to a decentralized approach and whether companies take different paths in this transition. Background Large incumbent organizations suffer from high complexity and often centralized infrastructure of data management that lead not only to high operating costs but also slow down innovation projects and make them more expensive. As a managerial complement of decentralized data management technology such as Data Fabric, Data Mesh was introduced as a management approach to address the organizational challenges of centralization and complexity. Methodology We studied how ten large Swiss incumbent organizations adapted Data Mesh. We interviewed positions such as chief information officers, chief data officers, head of information management, head of group IT. We developed a conceptual framework to position their data management approaches and how much they decentralized data governance and data ownership. Findings and Contribution All large incumbent companies adopt Data Mesh principles, but in different ways and to a different extent. While data governance continues to be increasingly centralized, the degree of data ownership centralization mostly remains unchanged, according to the degree of regulation and other contextual factors. Recommendations for Practitioners Data Mesh is regarded as beneficial by many organizations and thus a relevant option for corporate data management. But there is no “silver bullet” adoption process – instead the degree and way of adoption depends on a certain number of contextual factors, and several reference adoption models exist. Recommendations for Researchers and Future Research The study proposes several hypotheses on Data Mesh adoption that need to be validated in other geographies, other types of organizations (non-incumbents, government, small companies) to better understand adoption paths, adoption barriers, and adoption economies. http://www.informingscience.org/Publications/5509 data management data mesh data governance data ownership data architecture eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2025-06-10 22 5511 article Imani Akin imaniakin@email.phoenix.edu Matasha MurrellJones murrelljones@gmail.com Ramona Burress chamona@hotmail.com Aim/Purpose This study examines strategies to support the need to enhance computational thinking and professional performance across disciplines through the integration of writing across the curriculum (WAC) in graduate and doctoral programs. Background This study explores how combining rhetorical theory and computational thinking can improve students’ communication skills, critical thinking, and problem-solving abilities, preparing them for real world application and the complexities of modern global challenges. Methodology Qualitative research was used to gather the lived experiences of higher education instructors Contribution This research contributes to a deeper understanding of how WAC can be effectively integrated into graduate and doctoral programs, enhancing scholarly communication and professional performance. Findings Discipline-specific writing skills, critical thinking, information literacy, and proficiency in writing assist with student success in various industry sectors. Recommendations for Practitioners Integrate WAC strategies across disciplines in graduate and doctoral programs. Focus on developing discipline-specific writing skills tailored to real world application. Recommendations for Researchers Conduct further studies on the specific application of WAC within graduate and doctoral programs in additional fields. Explore innovative methods for assessing and evaluating writing skills across disciplines. Impact on Society By improving the quality of scholarly communication and professional performance, this approach can lead to more effective transdisciplinary collaborations, better prepared graduates, and ultimately contribute to addressing complex global challenges. Future Research Longitudinal studies tracking the impact of WAC integration on career outcomes. Comparative analyses of WAC implementation across different cultural and educational contexts. Exploring the role of emerging technologies in enhancing WAC strategies and computational thinking skills. http://www.informingscience.org/Publications/5511 transdisciplinary collaboration writing across curriculum computational thinking higher education writing rhetorical theory eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2025-06-12 22 5505 article Samuel Sambasivam samuel.sambasivam@woodbury.edu Aim/Purpose To explore the potential of Federated Machine Learning (FML) in developing predictive models while ensuring data privacy and security. Background The rise of data-driven technologies has led to an increased focus on privacy concerns associated with centralized data storage. FML offers a decentralized approach, allowing organizations to collaboratively train models without sharing sensitive data (McMahan et al., 2017). Methodology This study employs a FML framework, utilizing local model training on decentralized datasets, followed by aggregation of model updates to create a global model. Privacy-preserving techniques, such as differential privacy, are also implemented (Dwork & Roth, 2014). Contribution This research contributes to the field of machine learning by demonstrating the efficacy of FML in predictive modeling, highlighting its potential for secure and privacy-conscious applications. Findings The study indicates that FML can effectively enhance model performance while maintaining the privacy of individual data sources. Recommendations for Practitioners Practitioners are encouraged to adopt FML techniques in applications requiring high data security, particularly in sectors such as healthcare and finance. Recommendation for Researchers Future research should explore advanced aggregation methods and evaluate the scalability of FML in diverse settings. Impact on Society The findings of this research have implications for the broader application of machine learning in sensitive areas, promoting data privacy while harnessing the power of collaborative intelligence. Future Research Further investigations should focus on the robustness of FML against adversarial attacks and its applicability in real-world scenarios. http://www.informingscience.org/Publications/5505 federated machine learning data privacy centralized machine learning predictive modeling security eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2025-06-12 22 5557 article Jeffery Chernosky jeffery.chernosky@tamuk.edu Aim/Purpose This paper investigates the challenges Hispanic graduate students face in online education, focusing on disparities in satisfaction and academic outcomes. It aims to identify and implement culturally responsive teaching strategies and community-building practices that promote equity and success. Background The study addresses the problem by exploring how tailored, culturally grounded instructional strategies and virtual community practices can mitigate feelings of isolation, improve engagement, and foster academic achievement among Hispanic students. Methodology Using a qualitative, autoethnographic approach, the researcher analyzed data from 122 Hispanic graduate students enrolled in online courses. Data sources included Student Ratings of Instruction (SRIs), reflective journals, and informal feedback, complemented by descriptive statistics. Contribution The study contributes to the literature by identifying effective, scalable, culturally responsive teaching practices that support Hispanic students in online learning environments. It offers practical insights grounded in student voices and integrated theoretical frameworks. Findings The findings of this paper are the following. • Personalized feedback increases emotional connection and motivation • Culturally relevant curricula enhance student satisfaction and engagement • Peer support networks reduce isolation and build community • Students reported growth in confidence, academic goals, and creativity Recommendations for Practitioners Implement culturally affirming feedback, include cultural content in the curriculum, create virtual community spaces, address language barriers through multimodal tools, and establish intentional peer mentorship programs. Recommendation for Researchers Expand research to other cultural and linguistic groups using mixed-methods and comparative designs. Examine how strategies perform across different modalities and educational levels. Impact on Society These practices help close equity gaps in higher education, enhancing institutional inclusivity and promoting diverse student success. They also support international and underserved populations facing similar challenges. Future Research Investigate the adaptability of these strategies across varied cultural groups, educational settings, and course formats. Further studies should explore undergraduate, doctoral, and international student populations. http://www.informingscience.org/Publications/5557 culturally responsive teaching online education Hispanic graduate students community equity eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2025-06-30 22 5539 article Christine Bakke christine.bakke@gcu.edu Emmy Voita JVoita@my.gcu.edu Michael Callahan MCallahan8@my.gcu.edu Joseph Clauss JClauss@my.gcu.edu Aim/Purpose With the technology of artificial intelligence (AI) improving every day it is important to find ways to harness AI in the software development life cycle (SDLC). This research demonstrates how AI tools were incorporated into an upper division Computer Science course to assist with development of various memory games. Background Since ChatGPT’s release in 2022, other companies have released rival chatbots each competing for a piece of the new market. With the plethora of AI options now available, it is important for a developer to learn to use AI as an assistant within the development of a custom project. Methodology The research presented is a multi-case, cross-analysis of four student researchers in a required, senior level Computer Science course. All students were tasked with collecting mixed-methods data on two AI assistants, throughout design and development a unique memory app; then these four students pooled data and conducted a cross-comparative analysis. To prepare for cross analysis, standardized Likert rankings and thematic categories were developed and consistently used during data collections. AI assistants evaluated: Claude, Copilot, ChatGPT Free, and ChatGPT Paid. Throughout the development process, each student provided both of their AI assistants with the same initial queries, the results of which were given a Likert ranking and notes were kept regarding AI accuracy. Individual datasets were examined, then pooled and the combined dataset was used to finalize hypothesis findings. The four student-researchers presented their multi-case, mixed-methods analysis as a snap-shot in time regarding the value of AI as assistants in the development of their projects. Contribution This paper builds on prior research focusing both on student experience and instructional methods in capstone-like courses. This study examines using AIs as assistants as a current trend in Computer Science education. Findings During multi-case analysis, two hypotheses were analyzed against the data of the four student-researchers. The cross examination of data found no statistical significance between the helpfulness of paid vs. free AI as course project assistants; while non-IDE AI assistants performed significantly better than IDE assistants across 7 out of 8 usage type categories. Recommendations for Practitioners Technology instructors can use this research to incorporate AI assistants into advanced courses that focus on building custom software, with cautions that foundational coding skills and knowledge should be in place prior to attempting complex projects. Companies that are researching how AI can be integrated into the software development process can use this research to see preferred strengths of various AI’s, with cautions for use with proprietary data. Recommendations for Researchers Researchers can observe how different AI’s can assist with application development. Further research is encouraged as AI capabilities will continue to evolve. Impact on Society The researchers’ findings show AI in light of its current abilities and limitations in the software development life cycle. While AI assistants excelled in simple to medium complexity debugging tasks, there were many complex tasks where a human coder was preferred over the AI assistants; however, this is expected to change over time. Future Research As future technology strengthens AI some aspects of the study may become historical; however, the core of the research, that of using AI as assistants in development of software projects is expected to remain pertinent to education for some time. http://www.informingscience.org/Publications/5539 AI artificial intelligence ChatGPT Claude Github CoPilot software development life cycle SDLC eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2024-06-23 21 5333 article Eli Cohen elibcohen@gmail.com Table of Contents for IISIT Volume 21, 2024 http://www.informingscience.org/Publications/5333 IISIT Informing Science information technology eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2024-06-23 21 5313 article Albert Tay alberttay18@gmail.com Sebastian M Hayes sh933@byu.edu Drew Wilson aw053102@byu.edu Emmie Hall ehall279@byu.edu Dallin Kaufman kaufman1@byu.edu Aim/Purpose. Capture the Flag (CTF) challenges are a popular form of cybersecurity education where students solve hands-on tasks in a game-like setting. These exercises provide learning experiences with various specific technologies and subjects, as well as a broader understanding of cybersecurity topics. Competitions reinforce and teach problem-solving skills that are applicable in various technical and non-technical environments outside of the competitions. Background. The Information Search Process (ISP) is a framework developed to under-stand the process by which an individual goes about studying a topic, identifying emotional ties connected to each step an individual takes. As the individual goes through the problem-solving process, there is a clear flow from uncertainty to clarity; the individual’s feelings, thoughts, and actions are all interconnected. This study aims to investigate the learning of cybersecurity concepts within the framework of the ISP, specifically in the context of CTF competitions. Methodology. A comprehensive research methodology designed to incorporate quantitative and qualitative analyses to draw the parallels between the participants’ emotional experiences and the affective dimensions of learning will be implemented to measure the three primary goals. Contribution. This study contributes significantly to the broader landscape of cybersecurity education and cognitive-emotional experiences in problem-solving. Findings. The study has three primary goals. First, we seek to enhance our under-standing of the emotional and intellectual aspects involved in problem-solving, as demonstrated by the ISP approach. Second, we aim to gain in-sights into how the presentation of CTF challenges influences the learning experience of participants. Lastly, we strive to contribute to the improvement of cybersecurity education by identifying actionable steps for more effective teaching of technical skills and approaches. Recommendations for Practitioners. Competitions reinforce and teach problem-solving skills applicable in various technical and non-technical environments outside of the competitions. Recommendations for Researchers. The Information Search Process (ISP) framework may enhance our understanding of the emotional and intellectual aspects involved in problem-solving as we study the emotional ties connected to each step an individual takes as the individual goes through the problem-solving process. Impact on Society. Our pursuit of advancing our understanding of cybersecurity education will better equip future generations with the skills and knowledge needed to ad-dress the evolving challenges of the digital landscape. This will better pre-pare them for real-world challenges. Future Research. Future studies would include the development of a cybersecurity curriculum on vulnerability exploitation and defense. It would include practice exploiting practical web and binary vulnerabilities, reverse engineering, system hardening, security operations, and understanding how they can be chained together. http://www.informingscience.org/Publications/5313 cybersecurity Capture-the-Flag information search process gamification eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2024-06-24 21 5326 article Amir Reza Asadi asadiaa@mail.uc.edu Taiwo P Akinremi akinretp@mail.uc.edu Hazem Said Hazem.Said@uc.edu Aim/Purpose. The aim of this study is to recognize the factors that contributed to the development of IT in the healthcare industry. Background. The healthcare Information Technology (IT) solutions market has experienced remarkable growth, with the healthcare sector emerging as a $303 billion industry. However, despite its substantial size, the healthcare industry has faced criticism for its slow adoption of innovative technologies. This study aims to explore factors driving the evolution of IT in the healthcare sector. Methodology. The researchers conducted a systematic literature review, searching the PubMed and Emerald databases for relevant peer-reviewed articles. After filtering based on defined criteria, 433 articles were included for analysis. Thematic analysis was applied to the abstract of articles which spanned the period of 1997 to 2023. Contribution. This study provides a conceptual framework elucidating the key factors driving the evolution of IT in the healthcare industry. By systematically analyzing the existing literature, the research identifies four overarching themes – government policies, technological potentials, healthcare delivery needs, and organizational motivations – that have propelled the development and adoption of healthcare IT solutions. Provide a conceptual model for understanding, and design of the healthcare it solutions. Findings. Based on the analysis in this paper, four themes emerged: government policies promoting IT adoption through initiatives like incentives for electronic health records; technological breakthroughs enabling new healthcare IT capabilities; healthcare delivery needs to drive IT integration for improved quality and safety; and patient experience and organizational motivations to leverage IT for streamlining processes and knowledge management. Recommendations for Practitioners. The conceptual model can guide practitioners in developing IT solutions aligned with policy drivers, technological capabilities, care delivery needs, and organizational imperatives. Recommendations for Researchers. The conceptual framework developed in this study offers a lens for researchers across disciplines to continue investigating the role of information technology in the healthcare industry. Impact on Society. Examining the evolution of IT in the healthcare industry revealed the importance of information technology in enhancing the delivery and affordability of healthcare services and addressing issues of accessibility and inequality. Future Research. Future research will explore global perspectives showcasing the successful impact of IT on healthcare, as emerging technologies impact healthcare delivery and patient outcomes. http://www.informingscience.org/Publications/5326 eHealth healthcare information systems healthcare industry eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2024-06-24 21 5327 article Hansinie M Jayathilake jayathhm@mail.uc.edu Hazem Said Hazem.Said@uc.edu Lily Edinam Botsyoe botsyole@mail.uc.edu Aim/Purpose: To investigate the impact of the evolution of Information Technology on global workforce skills and explore emerging approaches that address the IT talent shortage faced by diverse companies in finding skilled IT workers. Background: This paper explores diverse approaches to bridge the skilled IT workers shortage gap, especially in the context of the widening gap following the impact of the COVID-19 pandemic. The study emphasizes the need to consistently leverage business and information technology strategies for competitive advantage. Methodology: This study followed the systematic literature review methodology on 809 articles from ACM, IEEE Xplore, and Scopus digital libraries by utilizing an integrative mixed methods approach with topic modeling and manual content analysis. Contribution: This paper aims to understand and describe the impact of the evolution of the IT industry on its workforce. It contributes additional evidence to our understanding of IT workforce development to support researchers and educators working towards developing effective strategies to bridge the IT talent gap. Findings: On the one hand, the study finds that the evolution of the IT industry produces a shift in required skills and knowledge, resulting in workers needing to adapt and embrace lifelong learning. On the other hand, the evolution of IT creates new opportunities for workers and results in a more globalized and interconnected workforce. Recommendations for Practitioners: Practitioners are recommended to adapt to the shifting skills landscape, encourage lifelong learning, explore new opportunities for workers, and embrace a more globalized workforce. Recommendations for Researchers: Researchers are encouraged to further explore the identified themes and delve into the nuances of the evolving impact of information technology on workforce skills. Impact on Society: The findings have implications for industry growth, emphasizing the importance of aligning business and IT strategies to address the shortage of skilled IT workers on a global scale. Future Research: Future research should focus on the continuous evolution of information technology and its impact on workforce skills, considering the identified themes as a foundation for further exploration. http://www.informingscience.org/Publications/5327 information technology workforce skills thematic analysis BERTopic globalized workforce lifelong learning COVID-19 impact eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2024-06-25 21 5325 article Trang Pham phamtrang4652@gmail.com Aim/Purpose. This study captures and describes the discrepancies in the performance matrices of comparable Chinese and American scholars as recorded by Scopus. Background. The contributions of Chinese scholars to the global knowledge enterprise are increasing, whereas indexing bibliometric databases (e.g., Scopus) are not optimally designed to track their names and record their work precisely. Methodology. Coarsened exact matching was employed to construct two samples of comparable Chinese and American scholars in terms of gender, fields of work, educational backgrounds, experience, and workplace. Under 200 scholars, around a third being Chinese and the rest American scholars, were selected through this data construction method. Statistical tests, including logit regressions, Poisson regression, and fractional response models, were applied to both samples to measure and verify the discrepancies stored within their Scopus accounts. Contribution. This study complicates the theory of academic identity development, especially on the intellectual strand, as it shows ethnic scholars may face more errors in how their track records are stored and presented. This study also provides inputs for the discussion of algorithmic discrimination from the academic context and to the scientific community. Findings. This paper finds that Chinese scholars are more prone to imprecise records in Scopus (i.e., more duplicate accounts, a higher gap between the best-statistic accounts, and the total numbers of publications and citations) than their American counterparts. These findings are consistent across two samples and with different statistical tests. Recommendations for Practitioners. This paper suggests practitioners and administrators at research institutions treat scholars’ metrics presented in Scopus or other bibliometric databases with caution while evaluating ethnic scholars’ contributions. Recommendations for Researchers. Scholars and researchers are suggested to dedicate efforts to monitoring their accounts on indexing bibliometric platforms. Impact on Society. This paper raises awareness of the barriers that ethnic scholars face in participating in the scientific community and being recognized for their contributions. Future Research. Future research can be built on this paper by expanding the size of the analytical samples and extending similar analyses on comparable data harvested from other bibliometric platforms. http://www.informingscience.org/Publications/5325 ethnic scholars bibliometric data research performance Chinese vs. American scholars eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2024-07-06 21 5328 article Nicole A. Buzzetto-Hollywood nabuzzetto-more@umes.edu Christina Junior tina.rae.junior@gmail.com John H Padgett john.padgett@my.gcu.edu Aim/Purpose . The quantitative comparative ex post facto research study covered in this paper aims to fill gaps in the literature by focusing on whether gender influences perceptions of leadership; diversity, equity, inclusion, and accessibility (DEIA); and job satisfaction among federal employees within the Department of Justice using empirical data. The study also explores whether there are relationships between the perception of leadership and job satisfaction and the perception of DEIA and job satisfaction. Background. Since 2002, the United States Office of Personnel Management (OPM) has administered the Federal Employee Viewpoint Survey (FEVS), which measures employee perceptions of whether and to what extent successful organizational conditions exist in their agencies. Areas currently assessed within the FEVS include training, job satisfaction, leadership effectiveness, management effectiveness, work-life balance, and diversity, equity, inclusion, and accessibility. The exploration of variations in perceptions of leadership, DEIA efforts, and job satisfaction among U.S. federal employees by gender and other criteria are crucial areas for research that are underrepresented in the literature. This is not only important for the United States federal government, which is grappling with high attrition rates, but also for public administrations around the world. Methodology. A quantitative ex post facto research design was used to analyze data from responses of U.S. federal employees working for the Department of Justice. Leadership, job satisfaction, and DEIA were all measured using aggregate scores from pre-determined question sets. Differences based on gender were analyzed using t-tests. Additionally, chi-squares and Spearman’s rank correlations were employed in order to explore whether there is a relationship between the perception of leadership and job satisfaction and the perception of DEIA efforts and job satisfaction among U.S. federal government workers. Contribution. The findings of this study aid in providing empirical data to support the need for federal government leadership to understand the impact of employees’ perceptions on their willingness to continue working in the federal government. The research study was grounded in Public Service Motivation Theory, which centers around factors that motivate individuals to pursue and maintain careers in the public service sector. More specifically, this study supported the public service motivation theory in that it looked at gender as a mitigating factor in public service motivation as well as explored the role of leadership and DEIA as a correlating factor to job satisfaction. The results of this research have practical implications for federal government leaders interested in increasing employee motivation and retention and who should be considering the range of sociocultural and demographic characteristics that have been found in the research to impact employee perceptions and experiences. Findings. The analyses found differences in perceptions of leadership, DEIA, and job satisfaction among United States Federal Government employees based on gender. Additionally, perceptions of leadership and DEIA were both found to influence job satisfaction. The first research question explored in this study used a t-test to consider whether the perception of leadership among U.S. federal employees differed based on participant gender with significance found. The second research question examined whether the perceived job satisfaction of U.S. federal employees differed based on gender, with statistical significance detected. The third research question focused on whether perception of DEIA differed when gender was explored and the results of the t-test indicated a significant difference in perceptions of DEIA when gender was considered. The fourth research question considered the relationship between the perception of leadership and job satisfaction. A Chi-square and a Spearman Rank Correlation were performed, and a relationship was found to exist. Research question five explored whether a relationship exists between the perception of diversity, equity, inclusion, and accessibility initiatives and job satisfaction, with significance found following a chi-square and a Spearman rank correlation. Recommendations for Practitioners. Leadership behaviors of managers and the existence of DEIA policies play a critical role in employees’ job satisfaction and commitment. The recommendations for organizational leadership in the public service sector include addressing gender inequality in work practices and environments and cultivating more inclusive organizational cultures. Recommendations for Researchers. The lack of inclusion of socio-cultural norms in the research on public service motivation is a gap that has yet to be sufficiently addressed and is an area of research that should be explored. Impact on Society. Research on public service motivation in local, state, national, and international government employment can aid organizations in developing strategies for improving recruitment, selection, and retention in public service organizations. This information can advance scientific knowledge on transforming management and leadership practices across sectors. Future Research. Future research can expound on what has been done here by examining in more detail how various identities, and more specifically intersecting identities, within the LGBTQIA+ community as well as other historically marginalized groups, impact such factors as perceptions of leadership, job satisfaction, employee motivation and retention, and work-life balance. Perceptions of specific DEIA initiatives should also be further explored. http://www.informingscience.org/Publications/5328 employee motivation FEVS job satisfaction public service employee satisfaction DEI DEIA leadership federal government public service motivation gender and job satisfaction leadership and job satisfaction eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2024-07-08 21 5324 article Gila Cohen Zilka gila.zilka@gmail.com Aim/Purpose . The present study aimed to understand in depth the experience of identity formation of beginning teachers (BTs), members of Gen Y, in their first year at elementary school, teaching students of Gen Alpha, from the perspective of BTs and their teacher mentors (TMs). Background. The purpose of the study was to compare the aspects described by BTs and their mentor teachers of the initial experience of teaching and of shaping the professional identity of BTs, members of Gen Y, in elementary schools, from the perspective of BTs and teacher mentors (TMs). Methodology. This was a qualitative study. Two groups participated in the study: (a) 75 BTs, members of Gen Y, and (b) 40 mentors of beginning teachers. Contribution. The findings of this study indicate that the creation of an emotionally and professionally supportive community led to a fruitful discussion on issues related to the process of absorption and integration of BTs in the school. This process advanced their professional development, expanding knowledge, abilities, strategies, and innovative pedagogical practices for classroom management, and meaningful teaching and learning in the classroom. The supportive community provided an emotional, professional, social-organizational, and evaluative-reflective response to the needs of BTs, facilitating meaningful interactions between the BTs and their students. It created for students a space for emotional training, organizing and managing behavior, regulating emotions and behavior, reducing feelings of anger, and arousing a feeling of optimism. Findings. The findings show that there was a conflict between the BTs’ and TMs’ perceptions of school reality. The mentors expected the BTs to adapt to the existing system, whereas the BTs perceived the process as one of formation of their identity as teachers. It turned out that parameters that were important to Gen Y teachers, such as knowing the school organization and being an influential factor that brings about change, were less important to their mentors. The findings of the present study reinforce those of previous studies that investigated the employment characteristics of Gen Y. Recommendations for Practitioners. A supportive community at school is likely to increase the level of mental well-being of Gen Y teachers. To this end, support communities of teachers by form and by discipline of study should be created. In the community, emphasis should be placed on reflection and mental resilience in all situations and challenging events that happen to the BTs to help them cope with the accumulated stress. Recommendations for Researchers. Students need a sensitive environment that is appropriate for Gen Alpha children. This environment must allow for emotional training and regulation, behavior organization and management to arouse a feeling of optimism and reduce anger. To develop students’ emotional, social, and cognitive abilities, teachers must teach with love, sensitivity, affectivity, and empathy. Impact on Society. To retain BTs and prevent them from quitting their career, schools must ensure that members of Gen Y understand the school organization and are satisfied with the way the organization is managed. They must have a sense of being significant partners in the life of the school. Under optimal working conditions, Gen Y teachers may greatly contribute to the values of education and equal opportunity, maximizing the personal potential of each student and the classroom as a whole, and making the school relevant. Future Research. Future studies should examine the characteristics of students belonging to Gen Alpha. One of the difficulties mentioned by BTs was a misunderstanding of the characteristics of Gen Alpha, which created problems in the interactions within the teaching staff and between the teachers and the students, and pre-vented gaining authority with other teachers and with students. http://www.informingscience.org/Publications/5324 information and communication technology (ICT) smartphones internship beginning teacher teacher-mentor identity interactions mental well-being the Gen Alpha Gen Y teacher retention teacher attrition eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2024-07-10 21 5316 article Siddique Abubakr Muntaka muntaksr@mail.uc.edu Joel K Appiah appiahjk@mail.uc.edu Hazem Said Hazem.Said@uc.edu Aim/Purpose. This study addresses the research question: “What are the developmental phases of Information Technology in the industry?” Existing research has explored the impact of Information Technology (IT) on specific industries. However, it is essential to understand the evolution of IT within industries, its influence on the workforce, and technological advancements. Addressing this knowledge gap will enhance future workforce development and IT integration across diverse sectors. Background. IT can significantly transform industries and drive innovation to meet client demands. Understanding IT phases in industry through literature helps governments and businesses worldwide recognize its importance. This knowledge can guide strategies to address the shortage of highly skilled workers by prioritizing education and training programs to meet future demands. Methodology The methodology involved a systematic literature review of 110 IEEE Xplore, ACM Digital Library, and Google Scholar articles. Thematic analysis was used to understand the development of IT in distinct phases since the 1990s. This development has resulted in a continuous demand for new workforce skills and evolving customer expectations. Contribution. This study aims to fill the knowledge gap by enhancing our understanding of how evolving IT influences the industry and shapes IT jobs and skills. It provides a historical perspective, illustrating how IT advancements have led to new applications to meet changing needs. Additionally, the study identifies patterns in the evolving IT skill requirements due to technological advancements and discusses implications for curriculum development and higher education. Findings. The study identified three significant phases through a systematic literature review and thematic analysis. The first phase, “Advent of Industry IT” (1990-2000), established the digital framework and built essential systems and infrastructure. The second phase, “Connectivity & Information Revolution” (2000-2010), saw exponential internet growth, transforming information access and communication. The third phase, “Emerging Industry IT” (2010-present), focuses on artificial intelligence, automation, and data-driven insights, continuing to disrupt and transform industries. Recommendations for Practitioners. The changing phases of IT within the industry should inform the development of innovative programs. These programs should address diverse skill sets across eras, preparing the workforce for evolving job roles in various sectors, such as healthcare in North America, automotive manufacturing in Japan, telecommunications in Africa, and innovations in other parts of the world. Recommendations for Researchers. Researchers can conduct longitudinal studies to explore the ongoing evolution of IT, tracking its trajectory beyond current delineated phases to understand future trends. Comparative studies across various industries can assess how IT evolution varies among sectors and delve deeper into its practical implications. Researchers can also conduct impact assessment studies to determine how various IT phases directly affect organizational strategy, worker dynamics, and organizational structures across industries. Examples include logistics in the Netherlands, retail in the United Kingdom, and agriculture in Brazil. Impact on Society. Policymakers and planners can use knowledge of these phases to predict technological shifts and industry trends. This knowledge helps develop strategies and policies supporting entrepreneurship, education and training alignment, technical innovation, economic growth, and job creation in line with the changing IT landscape. Examples of policies include Singapore’s Smart Nation initiative, Germany’s Industry 4.0 strategy, Ghana’s digitization efforts, and India’s Digital India campaign. Future Research. Future research can provide a thorough understanding of the evolutionary patterns of IT within sectors by validating the study through various datasets and conducting in-depth examinations of individual industries. This will contribute to a deeper understanding of sector-specific IT evolution and their varying impact on societal interactions and industry dynamics. Comparative studies across various sectors, such as logistics in the Netherlands, retail in the United Kingdom, and agriculture in Brazil, can assess how IT evolution varies. http://www.informingscience.org/Publications/5316 information technology evolution of information technology industry and information technology phases of information technology eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2024-07-15 21 5340 article Ilan Daniels Rahimi irahimi@ono.ac.il Gila Cohen Zilka gila.zilka@gmail.com orit Avidov Ungar avidovo@achva.ac.il Aim/Purpose. In this study, we examined, from the perspective of the participants, aspects of information and communications technology (ICT) and resilience, comparing first-generation students in higher education with students whose parents had higher education. Methodology. We examined self-image, motivation, happiness, and the use of ICT. This was a quantitative study. Respondents answered a questionnaire that contained open and closed questions. The sample included 307 students from academic institutions in Israel between the ages of 18 and 64. Findings. The findings were grouped into four clusters: (a) second-generation students under the age of 25 years, members of Generation Z; (b) second-generation students over the age of 25; (c) first-generation students over the age of 25 years (the largest group in the sample), mostly members of the Generation Y; and (d) first-generation students under the age of 25. We found consistent differences on all scales between the group of first-generation students over the age of 25 years and those in the other groups. The research findings indicate that the group with the highest resilience was students who were the first generation acquiring higher education and were over 25, mostly members of the Y generation. Impact on Society. This research allows an instructive look at Generation Y and Generation Z and the academic abilities of this generation. Future Research. Future studies should examine the correlation between a sense of resilience (which was examined in this study) and academic achievement (which was not). http://www.informingscience.org/Publications/5340 higher education social gaps multiculturalism first-generation students generation Z generation Y eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2023-06-12 20 .i iii 5161 article Eli Cohen elibcohen@gmail.com Table of Contents for IISIT Volume 20, 2023 http://www.informingscience.org/Publications/5161 IISIT Informing Science information technology eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2023-06-12 20 001 023 5130 article Roshanak Basty bastyrk@mail.uc.edu Hazem Said Hazem.Said@uc.edu Asuman Celik celikra@mail.uc.edu Aim/Purpose. This paper aims to answer the research question, “What are the development phases of the academic discipline of information technology in the United States?” This is important to understand the reason for the growing talent gap in the information technology (IT) industry by reviewing the evolution of information technology across time, how the discipline was formed, evolved, and gained independence from other information and computing disciplines. Background. The COVID-19 pandemic has increased the shortage of IT professionals in the workplace. The root reason for this talent shortage requires understanding from both industry and academic perspectives in order to implement effective initiatives to prepare, recruit, and retain diverse IT professionals at an early stage. Methodology. This paper used a systematic literature review methodology and retrieved 143 primary studies from the ACM and IEEE Xplore digital libraries to review the development phases of the IT discipline as a contributing factor in understanding why, when, and how the population of professionals in IT and other relevant computing disciplines has changed and continues to fluctuate. Thematic analysis was applied to the abstracts of the primary studies, which spanned the period of 1982 to 2021. Contribution. This paper contributes to the understanding of the discipline of IT in the US and contributes foundations to researchers and educators who are working on strategies to fill the talent gap. Findings. Based on the thematic analysis in this paper, the academic discipline of IT has evolved over four phases across a timeline from 1982 to 2021. These phases were: Phase 1 (1982-1991) – Advent of Information Technology; Phase 2 (1992-2001) – Industry IT & DevOps; Phase 3 (2002-2011) – Information Technology and Management in Evolving Industry, Academia, and Research Areas; and Phase 4 (2011-2021) – Information Technology Research & Education. Recommendations for Practitioners. IT occupies an independent disciplinary space from computer science, computer engineering, and information systems. The paper suggests that practitioners seeking to fill the talent gap in IT invest in enabling its academic programs. Recommendations for Researchers. The depth of the IT disciplinary space and its continued evolution over time is ready for exploration. Continued research in this area may yield a better understanding of its role in society, the skills needed to succeed, and how to build programs to empower students with these skills. Impact on Society. Examining the discipline of IT and understanding its independence and interrelated connection with other computing disciplines will help address the shortfalls in academia across the nation by identifying the distinction between each discipline and creating comprehensive programs, degrees, and curricula suitable for various students and professionals across all educational levels. Future Research. Future research will integrate papers’ introductions and conclusions in addition to abstracts, increase the number of databases and reviewers, as well as incorporate papers that focus on other information and computing disciplines such as computer science and information systems to explore the possibility that IT as a discipline was initially practiced in an existing information or computing discipline before it gained independence. http://www.informingscience.org/Publications/5130 information technology discipline of information technology systematic liter-ature review eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2023-06-12 20 023 038 5131 article Josette R Riep Josette.Riep@uc.edu Kemi Akanbi akanbikr@mail.uc.edu Hazem Said Hazem.Said@uc.edu Aim/Purpose. The goal of this publication is to explore methods for advancing student success in technology related disciplines via improved program classification and selection within higher education. Background. Increased demand for information technology (IT) professionals has been cited as a challenge in many fields including cybersecurity and software development. Many highlight the challenge as not just a numbers gap but a skills gap when comparing industry needs to the curricula in traditional disciplines within higher education. Closing the gap by increasing the number of skilled graduates remains a critical challenge we must address. Methodology. This publication leverages a systematic literature review to identify factors that classify existing higher education programs within the discipline of information technology. Contribution. Research in this area can act as a catalyst to increase relevance of IT related programs as well as graduation rates in technology and engineering. Findings. Authors analyzed forty-four primary studies and found that 56.8% of the publications referenced programs that meet the IT framework definition although they were not classified as IT programs. The findings and further analysis highlight direct challenges between program classification and the potential impact on student success. Recommendations for Practitioners. Research in this area is relevant for academic administrators, private sector executives and others working to increase the technology pipeline. Recommendations for Researchers. Researchers may benefit by exploring thematic analysis as a means of generating relevant classifications and taxonomies that highlight opportunities for improvement in a broad set of subject areas. Impact on Society. Research in this area can serve as a catalyst to increase graduation rates in programs related to technology and engineering. Future Research. This area would benefit from further research by comparing program success rates within varied disciplines. Future research may also produce a classification process. http://www.informingscience.org/Publications/5131 information technology systemic literature review STEM discipline classification eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2023-06-12 20 039 052 5132 article Merav Aizenberg meravaizenberg43@gmail.com Aim/Purpose. The study aimed to examine the remote and face-to-face experience of pedagogical training in kindergarten after the third COVID-19 closure in Israel. Background. The outbreak of the COVID-19 epidemic in 2020 changed the training system, and preservice teachers were required to have their practical experience in the kindergartens both remotely and face-to-face. They had to adapt to the new requirements of teacher training programs and receive professional coaching and support from the pedagogical instructor remotely. Methodology. The sample comprised 26 early childhood preservice teachers, who received academic training that includes proficiency in digital technology. The data were collected through feedback that they wrote themselves during the training period and analyzed in the interpretive approach. Contribution. The contribution of the present study is that it examines the pedagogical coaching from the perspective of preservice teachers in a kindergarten during the COVID-19 epidemic, which forced a transition from face-to-face to remote pedagogical training, then back to face-to-face pedagogical instruction. To the best of my knowledge, no such study has been carried out to date, which makes it unique. Findings. The main findings indicate the dissatisfaction of most preservice kindergarten teachers with the remote pedagogical training (about 85%) at the physical, emotional, technological, and pedagogical levels, and the satisfaction of most preservice kindergarten teachers with face-to-face pedagogical training (about 92%) at the physical, emotional, and pedagogical levels. The main conclusion is that technology is a potential barrier in training, and that preservice kindergarten teachers need a pedagogical instructor present at a professional face-to-face meeting. Recommendations for Practitioners. The findings of the study show how important in-person learning and engagement is for everyone especially for Preservice teachers’ and may be helpful for pedagogical coaching teams. Recommendations for Researchers. Preservice teachers’ awareness of the pedagogical coaching experiences could persuade the coaching teams to avoid potential difficulties, increase emotional support, and refine the use of technology to make it a closer substitute for frontal communication. Impact on Society. Face-to-face training based on interpersonal relationship, allows to develop better during the training period. http://www.informingscience.org/Publications/5132 remote pedagogical training face-to-face pedagogical training preservice kindergarten teachers kindergartens COVID-19 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2023-06-12 20 053 066 5134 article Stephen J. Andriole steve.andriole@gmail.com Aim/Purpose. Business schools need to design, develop and deliver courses that are relevant to business problem-solving. Current pedagogies do not often provide the insight – or experience – necessary to close the gap between theory and practice. Background. The paper describes an initiative to design, develop and deliver courses in business-technology problem-solving that thoroughly immerses students in the actual world of business. Methodology. The methodology included case-based analysis where actual cases where selected to model problem-solving scenarios. Contribution. Several courses are developed that immerse students into actual problem-solving experiences. Findings The courses will be delivered to business students to assess the impact of immersive/experiential learning. Recommendations for Practitioners. Additional courses should be informed by actual cases; the commitment to relevance should be expanded. Recommendations for Researchers. Ongoing research to measure the impact of immersive/experiential learning is recommended. Impact on Society. Business schools should rethink the content of their courses and the pedagogies that have dominated business schools for many decades. Future Research. Additional research will include more courses and additional immersive/experiential pedagogies. http://www.informingscience.org/Publications/5134 experiential learning immersive learning cases relevance business eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2023-06-13 20 067 094 5129 article Samuel Sambasivam samuel.sambasivam@woodbury.edu James J Meadows jamesmeadowsiii@gmail.com Aim/Purpose. The problem statement in the proposed study focuses on that, despite the growing recognition that teenagers need to undergo security awareness training, little is known about the impacts security training experts believe implementing a mandatory gamified security awareness training curriculum in public middle schools will have on the long-term security behavior of students in Texas. Background. This study was guided by the research question: What are the impacts security training experts believe implementing a mandatory gamified security aware-ness training curriculum in public middle schools will have on the long-term security behaviors of students in Texas? The study gathers opinions from experts on the impacts of security awareness training on students. Methodology. Our research used semi-structured interviews with twelve experts chosen through the use of purposive sampling. The population for the study consisted of experts in the fields of security awareness training for and teaching middle school-aged children. Candidates were recruited through the Cyber-Texas Foundation and snowball sampling techniques. Contribution. The research contributed to the body of knowledge by using interviews to explore the impacts of security awareness training on middle school students based on the opinions and views of the teachers and instructors who work with middle school students. Findings. The findings of this study demonstrate that middle school is an ideal time to provide cybersecurity training and will impact student behaviors by making them more conscious of cyber threats and preparing them to be more tech-savvy professionals. The research also showed that well-designed cybersecurity games with real-world application combined with traditional teaching techniques can help students develop positive habits. The research also suggests that teachers possess the skills to teach cybersecurity classes and the classes can be integrated into the current school day without the need for any significant changes to existing daily schedules. Recommendations for Practitioners. A well-design gamification-based curriculum implemented in Texas Middle Schools, combined with traditional teaching techniques and repeated over an extended time period, will impact students’ behaviors by making them more able to recognize and respond to cyber risks and will transform them into more secure and tech-savvy members of society. Recommendations for Researchers. The research shows middle school instructors and technology experts believe the implementation of a security awareness training program in middle schools is both possible and practical, while also beneficial to the students. The recommendation is to encourage researchers to explore ways to build curricula and games capable of appealing to students and implementing the instruction into school programs. Impact on Society. Demonstrating that training provided in middle school will make lasting impacts and improvements to student behaviors benefits children and their families in the short-term and workplaces in the long-term. The development of a more security-conscious workforce can reduce the significant number of data breaches and cyber attacks resulting from the poor security habits of companies’ users. Future Research. Future research that will add significant value to the body of knowledge includes testing the effectiveness of habit-shaping games to determine whether existing long-term games maintain student interest. Qualitative studies could interview parents of teenagers using habit-shaping games to determine the effectiveness of the applications. Another qualitative study could interview teachers to determine how teachers’ ages affect their comfort level teaching technology classes. Both studies could provide valuable insights into how to implement security awareness training in schools. http://www.informingscience.org/Publications/5129 cybersecurity security awareness training gamification security habits middle school security training eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2023-06-13 20 095 110 5149 article Wissal Neji wissal.neji@esprit.tn Faten Ziadi faten.ziadi@esprit.tn Naouel Boughattas naouel.boughattas@esprit.tn Aim/Purpose. The aim of this study is to propose a teaching approach based on AI-based chatbot agents and to determine whether the use of this approach increases the students’ motivation. Background. Today, chatbots are an integral part of students’ lives where they are used in various contexts. Therefore, we are interested in incorporating these tools into our teaching process in order to profit from their benefits, assist and guide students while working with to prevent issues such as plagiarism and mainly to boost students’ motivation. Methodology. Using the proposed approach, new chatbot based learning activities were de-signed in three different courses for computer science engineering students. A mixed-method experimental study was conducted to evaluate students’ impression and satisfaction. Survey results of the students (N=58) who participated in the experiment (experimental group) were compared to the results of the students from the control group (N=60). Contribution. Trending AI conversational agents can be engaged in daily teaching activities as a learning assistant and coach to boost students motivation and skills development. Findings. Our study focuses on the impact of chatbots on student’s motivation. The study aimed to analyze the benefits and drawbacks associated with these conversational chatbots. Our findings revealed the significant role that chatbots can play in enhancing student motivation and improving teaching practices. http://www.informingscience.org/Publications/5149 AI chatbots digital tools student motivation eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2023-06-13 20 111 128 5139 article Gila Cohen Zilka gila.zilka@gmail.com Aim/Purpose. This study examined the self-perception of adolescents and young people aged 17-21 – how they perceived their personal characteristics, self-image, vitality, belonging to a local and global (glocal) society, happiness index and activity, media usage habits in general and smartphones in particular – in other words, it sought to produce a sketch of their character. Background. Different age groups are influenced by various factors that shape them, including living environment, technological developments, experiences, common issues, events of glocal significance, and more. People belonging to Gen Z were born at the end of the previous century and the beginning of the 21st century (up to 2010). This generation was born into the digital technological age and is the first one born into the environment defined by smartphones, and social media. Its members are referred to as “digital natives” because they were born after the widespread adoption of digital technology in the Western world. They entered an environment characterized by the widespread daily use of smartphones, the Internet, and technology in general. Methodology. This was a quantitative study based on a sample of 418 Israeli adolescents and young people aged 17-21. The following questionnaires were administered anonymously and disseminated online to an audience of youths aged 17-21 across Israel: A demographic questionnaire; Self-esteem; Vitality; Belonging vs. alienation; Social-emotional aspects; Usage habits in digital environments; Usage habits of learning on a smartphone; Open questions. Contribution. The current study tried to define clusters to characterize adolescents and youth aged 17-21. Findings Results show that study participants had high self-esteem and vitality, felt be-longing, happy, and satisfied with their life, and perceived themselves as active and enterprising at an average level or above. The study identified two clusters. Participants in Cluster 1 were characterized by higher parameter averages than those in Cluster 2 on the self-image, vitality, belonging, happiness, and activism scales. Participants in Cluster 1 felt that using a smartphone made life easier, helped them solve everyday problems, made everyday conduct easier, and allowed them to express themselves, keep up to date with what is happening with their friends, disseminate information conveniently, be involved in social life, and establish relationships with those around them. They thought that it was easy to collaborate with others and to plan activities and events. Recommendations for Practitioners. When examining cluster correlations with data in relation to other variables, it is apparent that participants in Cluster 1 had more options to reach out for help, report more weekly hours spent talking and meeting with friends and feel that using a smartphone makes everyday life easier and facilitates their day-to-day conduct than did participants in Cluster 2. The smartphone allows them to express themselves, keep updated regarding what is happening with their friends and disseminate information easily, helps them be involved in social life and establish connections with those around them. They find it easy to communicate and cooperate with others and to plan activities and events. By contrast, participants in Cluster 2 felt that the smartphone complicates things for them and creates problems in their daily lives. They feel that the use of social networks burdens them and that the smartphone prevents them from being more involved in their social life, and from establishing relationships with those around them. They felt that communication by smartphone creates more problems in understanding messages. Recommendations for Researchers. One of the challenges of this generation is forming an independent identity and self-regulation in a digital, global, across-the-border era that offers a variety of possibilities and communities. They must examine the connection between the digital and personal spaces, to be able to enjoy virtual communities and a sense of togetherness, and at the same time maintain privacy, autonomy, and individuality. Many studies point to the blurring of boundaries between the private-personal and the public, at numerous problems in social networks, including social problems, shaming, and exclusion from various groups and activities. The fear of shaming and the desire to keep up with everything that is happening create a state of mental stress, and adolescents often feel that they urgently need to check their smartphones. Sharing with others can help them deal with negative content and experiences and avoid the dangers lurking in their web surfing. Yet sharing, especially with friends, often causes intimate content to become public and leads to shaming and invasion of privacy. Impact on Society. Gen Z was born into an environment where smartphones, the Internet, and technology in general, are widely used in everyday routine, and they make extensive use of technological means in all areas of life. One of the characteristics of this generation is “globalization.” The present study showed that about 84% of participants felt to a moderate degree or higher that they were citizens of the world. Future Research. The findings of this study revealed a significant difference in self-image between males and females. An attempt was made to explain the findings in light of previous studies, but the need arose for studies on the self-image of young people of Gen Z that would shed light on the subject. http://www.informingscience.org/Publications/5139 information and communication technology (ICT) smartphones teenagers young adults generation Z cluster analysis eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2023-06-13 20 129 147 5140 article Ilan Daniels Rahimi irahimi@ono.ac.il Gila Cohen Zilka gila.zilka@gmail.com Aim/Purpose. Higher education institutions face difficulties and challenges when it comes to distance learning. The purpose of this paper is to examine self-efficacy indicators and student satisfaction during online English classes. Background. E-learning has been very relevant since the Covid-19 era and is still relevant today. It is possible for students to study regardless of their location or time. By measuring students’ self-efficacy, instructors can gain valuable insights into their students’ ability to create social interaction, cope with technology, and acquire knowledge and tools to manage the learning process. Methodology. This study uses mixed methods along with two measurements. Before and after the course, quantitative and qualitative data were collected. Higher education students in Israel participated. A total of 964 students enrolled in English as a foreign language courses at the pre-basic, basic, and advanced levels. Contribution. Analyzing self-efficacy from several angles provides insight into students. What influences students’ confidence and belief in their ability to succeed in online courses. Moreover, how students perceive their own learning and how they cope with challenges. Findings. Compared to the measurement before the course, self-efficacy decreased on average. Most significant decreases occurred in ‘creating social interactions’ and ‘acquirement of knowledge and tools’ to manage the learning process. A slight decrease was observed in the ability to cope with technology. Additionally, self-efficacy and satisfaction with the course were positively correlated. Recommendations for Practitioners. An overview is provided of the most effective tools and techniques for teaching languages in digital format in this paper. This will allow instructors to design and deliver courses in a more effective way. Thus, they will be able to make better informed decisions, resulting in better outcomes for students. Recommendations for Researchers. Distance Learning courses should resemble the common digital environments in everyday life, rather than imitating face-to-face courses mainly in the field of social interaction. Impact on Society. Digital tools should be encouraged that facilitate effective learning processes instead of sticking to traditional methods that characterize face-to-face courses. Using common interfaces in daily use among the general population will enable the implementation of these recommendations. Future Research. Future studies could be helpful if they compared the English courses developed in the CEFR model with those taught face-to-face as well as those taught online. In addition, motivation and self-monitoring should be examined in both synchronous and asynchronous courses as well. http://www.informingscience.org/Publications/5140 information and communication technology (ICT) 21ct century abilities social emotional learning distance learning digital environment e-learning eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2023-06-13 20 149 169 5144 article Chaya Liebeskind liebchaya@gmail.com Giedre Valunaite Oleskeviciene gentrygiedre@gmail.com Aim/Purpose. The most crucial aspects of teaching a foreign language to more advanced learners are building an awareness of discourse modes, how to regulate discourse, and the pragmatic properties of discourse components. However, in different languages, the connections and structure of discourse are ensured by different linguistic means which makes matters complicated for the learner. Background. By uncovering regularities in a foreign language and comparing them with patterns in one’s own tongue, the corpus research method offers the student unique opportunities to acquire linguistic knowledge about discourse markers. This paper reports on an investigation of the functions of multi-word discourse markers. Methodology. In our research, we combine the alignment model of the phrase-based statistical machine translation and manual treatment of the data in order to examine English multi-word discourse markers and their equivalents in Lithuanian and Hebrew translations by researching their changes in translation. After establishing the full list of multi-word discourse markers in our generated parallel corpus, we research how the multi-word discourse markers are treated in translation. Contribution. Creating a parallel research corpus to identify multi-word expressions used as discourse markers, analyzing how they are translated into Lithuanian and Hebrew, and attempting to determine why the translators made the choices add value to corpus-driven research and how to manage discourse. Findings. Our research proves that there is a possible context-based influence guiding the translation to choose a particle or other lexical item integration in Lithuanian or Hebrew translated discourse markers to express the rhetorical domain which could be related to the so-called phenomenon of “over-specification.” Recommendations for Practitioners. The comparative examination of discourse markers provides language instructors and translators with more specific information about the roles of discourse markers. Recommendations for Researchers. Understanding the multifunctionality of discourse markers provides new avenues for discourse marker application in translation research. Impact on Society. The current study may be a useful method to strengthen students’ language awareness and analytic skills and is particularly important for students specializing in English philology or translation. Beyond the empirical research, an extensive parallel data resource has been created to be openly used. Future Research. It should be noted that the observed phenomenon of “over-specification” could be analyzed further in future research. http://www.informingscience.org/Publications/5144 translation corpus multi-word expression discourse discourse marker eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2023-06-16 20 171 184 5141 article Jonathan Marquez jonmarquez87@gmail.com Joy C Penman drjoypen@gmail.com Aim/Purpose. This study seeks to determine the impact of a card game intervention in improving the English verbal communication of nursing students from culturally and linguistically diverse backgrounds. Background. Many international students studying in Australia experience setbacks in their university studies due to English language difficulties. This paper outlines how an educational card game designed can be played by nursing students from culturally and linguistically diverse (CALD) backgrounds as an intervention for their English verbal communication development. Methodology. The study used a descriptive qualitative approach to analyse the learning experiences of forty-five (N=45) nursing students from CALD backgrounds undertaking their second semester at a metropolitan university in Victoria, Australia after being introduced to an educational card game developed by the first author. The card game was designed to explore the use of English pragmatic markers, which are words, phrases, or verbal cues that signal or emphasise the intentions of the speaker. Following the intervention, participants were queried in a survey about their experiences with English language speaking and how the game improved their verbal communication skills. Contribution. This paper provides knowledge about how a game can be designed to enhance the English verbal communication skills of nursing students from CALD backgrounds which could help them in their clinical placements and their adjustment into Australian society. Findings. Three intertwining themes that emerged from the data analysis were education content, skills development, and fun and creativity. These themes signify the importance of providing opportunities for learners to creatively practise the educational content in simulative contextualised situations within a safe, comfortable, and inclusive learning environment. Recommendations for Practitioners. Educators still need to consider the importance of inclusivity of students from culturally and linguistically diverse (CALD) backgrounds as part of successful integration into the culture of their host countries. Recommendations for Researchers. The findings emphasise the need for educators and researchers to understand the challenges facing these students in relation to marginalisation and discrimination and how they can design an intervention that is engaging and inclusive. Impact on Society. The findings also put forward the awareness of pragmatics as part of both English language learning and integration into the society of a host country as students learn how to express intention appropriately in various interactions. Furthermore, the themes presented in this paper suggest that not only should an educational game or an intervention contain relevant educational content and practical activities for skills development, but they must also be enjoyable by encouraging creativity and social interaction. Future Research. The results of this study also open possible future studies that involves the adaptation of a digital version of the card game or possible implementation of the game in other health professional programs in universities and other educational institutes. http://www.informingscience.org/Publications/5141 card game nursing English language learning ESL Verbal communication skills eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2022-05-09 19 .i iii 4959 article Eli Cohen InformingScience@Comcast.net Table of Contents for IISIT Volume 19, 2022 http://www.informingscience.org/Publications/4959 IISIT Informing Science information technology eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2022-05-09 19 001 013 4957 article Meg Coffin Murray isdoctor@gmail.com Jorge Pérez Jperez@tennessee.edu Joy Fluker joy.fluker@yahoo.com Aim/Purpose: Digital literacy is critical to participation in a contemporary knowledge-based society and is requisite to both academic success and career development. Institutions of higher education have been slow to define, assess, and amplify digital literacy in parallel with advances in the enhancement of reading, writing, and arithmetic literacy. Perhaps as a consequence of the pandemic, awareness appears to be growing of the need to infuse digital literacy at both institutional and individual levels. The purpose of this paper is to investigate the promotion and amplification of digital literacy within top universities around the globe. Background: For years, the role of higher education in the amplification of digital literacy among college students has been debated, but efforts have been limited primarily to ad hoc, unsystematic attempts to rectify disparities between students’ exposure and understanding. The impacts of COVID-19 exposed the reality that many institutions, professors, and college students were under-prepared for the surge in reliance on digital technologies. Methodology: This paper explores the prevalence of digital literacy in the top public and private universities around the globe by conducting a qualitative examination on compulsory requirements, digital literacy offerings, university identified digital literacy initiatives, and university strategic plans. Contribution: This paper contributes to the body of knowledge by providing evidence for the need to expand the constructs of what it means to be digitally literate to address the ever-expanding range of emerging technologies and the impact of those technologies on society. Findings: The review of digital literacy amplification at top universities showed that none of the universities' admissions requirements required students to demonstrate digital competence and compulsory digital literacy was uncommon. However, a majority of universities undertook some form of initiative to promote digital literacy. These initiates included a focus on developing digitally literate society and workforce or developing innovative approaches to digital literacy education. Recommendations for Practitioners: The pandemic has generated a greater sense of urgency for institutions of higher education to ensure access to and understanding of digital technologies by students, faculty, and staff. Educational institutions will have to adapt their methodologies to promote explicit and intentionally reasoned digital literacy strategies that combine the competencies possessed by users of technology with the generation of new competencies required to successfully participate in the digital transformation of education, business, and society. Recommendations for Researchers: This paper examined the top 50 universities around the globe. Additional re-search is needed to examine national, regional and local efforts in the quest to address the need for a digitally literate citizenry. Impact on Society: COVID-19 has thrust us into a new normal wherein digital competence is foundational to success in an ever digitally reliant world. Institutions of higher education are best positioned to carry out the initiatives, programs and re-search needed to enhance the digital literacy of all citizens, not just students and employees. Future Research: Societal impacts of the COVID-19 pandemic continue to emerge and will resonate for decades to come. Continued investigation, exploration and dis-semination of information related to effort to enhance and amplify digital literacy is necessary to ensure momentum to reimagine digital literacy education is maintained. http://www.informingscience.org/Publications/4957 digital literacy digital competency critical digital literacy digitally centered eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2022-05-09 19 015 040 4960 article Shaun Bangay incshaun@gmail.com Sophie McKenzie Sophie.mckenzie@Deakin.edu.au Aim/Purpose: Designing augmented reality (AR) experiences for education, health or entertainment involves multidisciplinary teams making design decisions across several areas. The goal of this paper is to present a classification schema that describes the design choices when constructing an AR interactive experience. Background: Existing extended reality schema often focuses on single dimensions of an AR experience, with limited attention to design choices. These schemata, combined with an analysis of a diverse range of AR applications, form the basis for the schema synthesized in this paper. Methodology: An extensive literature review and scoring of existing classifications were completed to enable a definition of seven design dimensions. To validate the design dimensions, the literature was mapped to the seven-design choice to represent opportunities when designing AR iterative experiences. Contribution: The classification scheme of seven dimensions can be applied to communicating design considerations and alternative design scenarios where teams of domain specialists need to collaborate to build AR experiences for a defined purpose. Findings: The dimensions of nature of reality, location (setting), feedback, objects, concepts explored, participant presence and interactive agency, and style describe features common to most AR experiences. Classification within each dimension facilitates ideation for novel experiences and proximity to neighbours recommends feasible implementation strategies. Recommendations for Practitioners: To support professionals, this paper presents a comprehensive classification schema and design rationale for AR. When designing an AR experience, the schema serves as a design template and is intended to ensure comprehensive discussion and decision making across the spectrum of design choices. Recommendations for Researchers: The classification schema presents a standardized and complete framework for the review of literature and AR applications that other researchers will benefit from to more readily identify relevant related work. Impact on Society: The potential of AR has not been fully realized. The classification scheme presented in this paper provides opportunities to deliberately design and evaluate novel forms of AR experience. Future Research: The classification schema can be extended to include explicit support for the design of virtual and extended reality applications. http://www.informingscience.org/Publications/4960 augmented reality interactive experiences design rationale classification schema eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2022-05-09 19 041 059 4958 article Mary Lebens mary.lebens@metrostate.edu Aim/Purpose: Two popular methods for encouraging active learning are Augmented Reality (AR) and Virtual Field Trips (VFTs). This exploratory case study examines college students’ perceptions of a prototype AR and VFT app as an active learning strategy. Background: AR allows students to learn as they physically explore a destination, while VFTs give students the opportunity to visit exciting destinations without leaving their homes. AR and VFTs promote active learning, which has been shown to increase college student success in Science, Technology, Engineering, and Math (STEM) courses. The aim of the VFT app in this study is to provide college students in a STEM course with an interactive lesson on modeling information systems using diagrams. Methodology: This exploratory case study is intended to serve as a condensed case study performed with the prototype version of a VFT app before implementing a large-scale investigation of students’ perceptions of a more refined version of the app. The study employed a qualitative approach involving a survey with open-ended questions to gather college students’ perceptions of learning with a VFT. The data were analyzed using inductive coding. The participants are students at a mid-sized, urban, public university. Contribution: This exploratory case study serves as a proof-of-concept and starting point for other faculty who may be interested in developing their own AR and VFT apps to engage students in active learning. Releasing the app to a common Open Educational Resources (OER) repository will give other faculty easy access to re-use the app and build upon it to create their own virtual field trips. OER are learning materials that are freely available for students and faculty to download and use in their coursework. Findings: Students overwhelmingly perceived the VFT app helped them learn about the subject that was presented, citing the visual nature of the app, the real-life scenarios presented in the app, and the app’s ease of use as reasons why. The majority (over 89%) also agreed that the app motivated them to learn more about the subject, mainly due to the app’s real-life scenarios, and over 83% of students cited at least one benefit to learning with the app, such as the navigation/location features, the easy-to-use interface, and the real-world scenarios. Recommendations for Practitioners: The pedagogical implications of this study are that faculty should adopt VFTs as an active learning strategy, particularly in STEM college courses, based on the students’ positive perceptions of learning, motivation, and benefits of VFTs. Recommendations for Researchers: Researchers can expand on this exploratory case study by conducting a larger-scale study of the VFT app employed in the case study, or by developing their own VFT app based on the one in this study, to capture a broader group of students’ perceptions of VFTs as an active learning strategy. Impact on Society: The broad impact of this research on society is encouraging the adoption of VFTs as an active learning strategy since active learning strategies are shown to increase college students’ success and engagement. Future Research: Future research will be conducted in subsequent terms to gather additional data on students’ perceptions of the VFT app, as well as their perceptions of the relationship between learning and the VFT technology. Further research is also needed to survey faculty on their perceptions of how engaging with the app impacts student learning, particularly in regards to the VFT technology within the app. http://www.informingscience.org/Publications/4958 Augmented Reality (AR) Virtual Field Trip (VFT) active learning Systems Analysis and Design (SA&D) Science Technology Engineering and Math (STEM) eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2022-05-11 19 061 069 4966 article Georg Disterer georg.disterer@hs-hannover.de Aim/Purpose: The low proportion of women currently working in the field of business information systems presents an opportunity to attract more women to this field. For example, in Germany, the proportion of women studying business information systems is currently 21%, compared to 48% in business administration (Statistisches Bundesamt, 2020). Which characteristics make the professional field of business information systems appear attractive to women and men – and which characteristics do not? Background: Studies on careers in business information systems are important to mitigate the long-lasting shortage of IT specialists, yet research is limited in this area. Methodology: To capture empirical data, graduates of the Business Information Systems program at the University of Applied Sciences in Hannover were surveyed. Contribution: The results show that women and men perceive the work climate and working conditions very differently and are also satisfied to a different extent. Characteristics of the work climate place significantly more restrictions on satisfaction for women than for men. Women primarily criticize characteristics that can be described as involving “a lack of fairness”. Findings: The differences in perceived work climate may negatively impact the proportion of women in business information systems. A number of measures have already been established to support women in coping better with the prevailing climate. However, some measures bear the risk that women are thus accused of assimilating to the prevailing climate. This can seem pre-sumptuous since the dominant male culture is taken for granted and “set”. Measures for team-building and personnel development appear to be more suitable if these address the actual values and norms of teamwork, question them where necessary, and change them for everyone. Recommendations for Practitioners: Women’s career goals are clearly different from men’s goals, and women do not achieve goals with high priority very well. Work climate is perceived more critically by women than by men: less fair, less supportive. Advantages of diversity and plurality are put at risk if women should put aside their different “other” perceptions of cooperation and negotiation in order to act according to the rules of the male-dominated system. Impact on Society: Studies on careers in business information systems are important to mitigate the longer-lasting shortage of IT specialists. The low proportion of women currently working in IT presents an opportunity to attract more women to business information systems. http://www.informingscience.org/Publications/4966 job satisfaction career goals work climate gender fairness eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2022-05-11 19 071 095 4949 article Gila Cohen Zilka gila.zilka@gmail.com Aim / Purpose This study examined the perception of the role of tutors in online training of preservice teachers during the COVID period, from the perspective of pre-service teachers and their tutors. Background Because of the COVID pandemic, learning in schools was conducted online, therefore preservice teachers’ practicum also took place online, as did the tutoring process. Methodology The research question was: How did preservice teachers and their tutors perceive the experience of teaching during the COVID period perceived by them; specifically, what was their sense of self-efficacy and satisfaction, and what difficulties did they encounter? This was a quantitative study. The sample included 221 participants comprising 111 tutors and 110 preservice teachers. Data were collected in Israel in 2021. Contribution This study sheds light on the process of online tutoring of preservice teachers by their tutors. Findings The study found that preservice teachers and their tutors perceived the practicum during the COVID period to be helpful, answering preservice teachers’ needs and providing professional assistance in their training. This was more so in the professional aspects of teaching, in the emotional aspects of the tutoring process, and in the process of shaping the preservice teachers’ professional identity, and less so in the organizational aspects of the school. In both groups (tutors and preservice teachers), it emerged that during a complex period of social isolation, maintaining contact reinforces the sense of self-efficacy. Tutors who encountered fewer technical difficulties and thought the tutoring process was enjoyable expressed more satisfaction with the tutoring process. Tutors felt that they were able to get better acquainted personally with the preservice teachers they taught, and vice versa, and preservice teachers were able to get to know their tutors personally. Tutors thought that their interpersonal communication benefitted the preservice teachers, that they listened to their mentees, and understood them. Preservice teachers felt that tutors allowed them to voice their expectations and concerns about their teaching experiences. Recommendations for practitioners One of the main goals of practicum in studies toward a teaching certificate is to prepare the students for their role as teachers. In the online tutoring process, emphasis should be placed on professional aspects (such as instruction and classroom management, identifying points for improvement and setting them as goals and challenges for the future) and on emotional aspects (such as promoting growth and personal development of preservice teachers in the process of shaping their professional identity). Recommendations for researchers One of the findings of the study is that the tutor-mentee relationship should be preserved in remote tutoring. The findings showed a positive correlation between maintaining such contact and high self-efficacy for both tutors and preservice teachers. It was found that tutors who reported high self-efficacy felt that interpersonal communication benefitted the teachers they were guiding. Impact on society Information collected in this study indicates that the tutors made a great effort to provide preservice teachers with meaningful coaching during the COVID period. In certain aspects, the tutoring was more successful and in other aspects less so, given the characteristics of the period, such as social distancing, no attendance of regular classes at school, and so forth. Future research It is recommended to continue investigating the online tutoring process, both from the perspective of preservice teachers and of tutors, to explore in-depth the correlation between self-efficacy and interpersonal communication, with emphasis on feedback between the tutors and preservice teachers. http://www.informingscience.org/Publications/4949 clinical training field experiences preservice teacher online teaching practices COVID-19 practical experience e-readiness digital learning literacies 21st century eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2022-05-11 19 097 120 4951 article Vladimir Mokiy vmokiy@yandex.ru Tatiana Lukyanova luktania@mail.ru Aim/Purpose This paper focuses on systematizing and rethinking the conformity of modern transdisciplinarity with its prime cause and initial ideas. Background The difficulties of implementing transdisciplinarity into science and education are connected with the fact that its generally accepted definition, identification characteristics, and methodological features are still missing. In order to eliminate these disadvantages of transdisciplinarity, its prime cause and initial ideas had to be detected. It is also important to analyze the correspondence of the existing opinions about transdisciplinarity with the content of these cause and ideas. Methodology The qualitative analysis of the literature reviews on the subject of transdisciplinary was used in order to determine the correspondence of the opinions about the transdisciplinarity with the meaning of its prime cause and initial ideas. These opinions had to be generalized as well. Through this method, it was possible to detect and classify opinions into 11 groups including 39 stereotypes of transdisciplinarity. For substantiation of transdisciplinary approaches that are consistent with the approaches of contemporary science, C.F. Gauss random variables normal distribution was used. The “Gauss curve” helped to show the place of transdisciplinary and systems transdisciplinary approaches in the structure of academic and systems approaches. The “Gauss curve” also demonstrated the step-by-step “broadening of the scientific worldview horizon due to sequential intensification of synthesis, integration, unification, and generalization of the disciplinary knowledge.” Contribution After reconsideration of the results on qualitative analysis of the literature reviews, the generalized definition of transdisciplinarity could be formulated, including the definition for transdisciplinary and systems transdisciplinary approaches. It was proven that transdisciplinarity is a natural stage for the development of contemporary science and education, and the transdisciplinary approaches were able to suggest the methods and tools to solve the complex and poorly structured problems of science and the society. Findings Many existing stereotypes of transdisciplinarity do not meet its prime cause and initial ideas. Such stereotypes do not have deep philosophic and theoretical substantiation. They also do not suggest the transdisciplinary methods and tools. Thus, the authors of such stereotypes often claim them to be transdisciplinary or suggest perceiving them as transdisciplinarity. This circumstance is the reason why many disciplinary scientists, practitioners, and initiators of higher education view transdisciplinarity as a marginal direction of contemporary science. Based on the generalized definition of transdisciplinarity, as well as its prime cause and initial ideas, it was shown that transdisciplinarity is presented in contemporary science in the form of two different approaches, i.e., the transdisciplinary approach and systems transdisciplinary approach. The objective of the transdisciplinary approach is to ensure science development at the stage of synthesis and integration of disciplinary knowledge, while the objective of the systems transdisciplinary approach is to ensure that the problems of modern society are solved through unification and generalization of the disciplinary knowledge. Recommendation for Researchers The researchers should consider that within the limits of the transdisciplinary approach, the disciplinary specialists are managed. Within the limits of the systems transdisciplinary approach, the disciplinary knowledge is managed. Thus, the transdisciplinary approach is efficient for organization and research with participation of the scientists of the complementary disciplines. An example of such research can be a team of researchers of medical disciplines and complementary disciplines from chemistry, physics, and engineering. The systems transdisciplinary approach is efficient for organization and performance of research with participation of the scientists of non-complementary disciplines such as economics, physics, meteorology, chemistry, ecology, geology, and sociology. Future Research In terms of the main initial idea, transdisciplinarity is formed as a global approach. The global approach should have a traditional institutional form: it should be a science discipline (meta-discipline) and have carriers with the transdisciplinary worldview. Training for such carriers can be organized by the universities within the limits of the systems transdisciplinarity departments and Centers of Systems Transdisciplinary Retraining for Disciplinary Specialists. Thus, it is reasonable to initiate discussion for the idea to reform the disciplinary structure of the universities considering creation of such departments and centers. http://www.informingscience.org/Publications/4951 transdisciplinarity transdisciplinary research systems approach systems transdisciplinary approach higher education eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2022-05-25 19 121 133 4973 article Geraldine Torrisi-Steele geraldine.torrisi@griffith.edu.au Aim/Purpose; Fostering student engagement is one of the great challenges of teaching, especially in online learning environments. An educators’ assumptions and beliefs about what student engagement is and how it manifests will shape the strategies they design to engage students in learning. However, there is no agreement on the definition of concept of student engagement and it re-mains a vague construct. Background: Adopting the principles of user-centered design, the author maintains that to design learning experiences which better support student engagement it is important to gain insights into how students perceive and operationalize the concept of engagement in learning. The recent challenges of teaching effectively online prompted the author to reflect more deeply on the concept of engagement and how it might be achieved. Methodology: In the tradition of reflective teaching, the author undertook an informal, qualitative inquiry in her classroom, administering a brief questionnaire to students in her online class. When the themes which emerged were integrated with other literature and findings from the author’s earlier classroom inquiry, some insights were gained into how students ‘operationalize’ the concept of engagement, and weight was added to the authors’ premise of the value of humanistic approaches to university teaching, the need for greater emphasis on student-teacher connection and the necessity of considering the affective domain alongside the cognitive domain in learning in higher education. The insights were brought together and visualized in a conceptual model of student engagement. Contribution: The conceptual model presented in the present paper reflects the author’s present ‘mental model’ of student engagement in classes online and, when the opportunity arrives, in face-to-face classes as well. This mental model shapes the authors’ course design, learning activities and the delivery of the course. Although the elements of the model are not ‘new’, the model synthesizes several related concepts necessary to a humanist approach to under-standing student engagement. It is hoped that the model and discussion presented will be stimulus for further rich discussion around the nature of student engagement. Findings: Interestingly, the affective rather than the cognitive domain framed students’ perspectives on what engagement ‘looks like to them’ and on what teachers should do to engage them. Recommendations for Practitioners: By sharing the process through which the author arrived at this understanding of student engagement, the author has also sought to highlight three key points: the importance of including the ‘student perspectives and expectations’ against which educators can examine their own assumptions as part of the process reflective teaching practices; the usefulness of integrating theoretical and philosophical frameworks in our understandings of student engagement and how it might be nurtured, and finally the necessity of affording greater influence to humanism and the affective domain in higher education. The findings emphasize the necessity of considering the affective dimension of engagement as an essential condition for cognitive engagement and as inextricable from the cognitive dimension of engagement. Recommendations for Researchers: The emphasis in research engagement learning and teaching is on how we (the educators) can do this better, how we can better engage students. While the student perspective is often formulated from data obtained through surveys and focus groups, researchers in learning engagement are working with their own understandings (albeit supported by empirical research). It is crucial for deeper insight to also understand the students’ conceptualization of the phenomena being researched. Bringing the principles of design thinking to bear on educational research will likely provide greater depth of insight. Impact on Society: Empirical, formal, and structured research is undeniably essential to advancing human endeavor in any field, including learning and teaching. It is however important to recognize informal research in the form of classroom inquiry as part of teachers’ reflexive practice is also legitimate and useful to advancing understanding of complex phenomenon such as student engagement in learning through multiple perspectives and experiences. Future Research: Further research on the nature of student engagement in different contexts and against different theoretical frameworks is warranted as is empirical investigation of the premise of the value of humanism and the affective do-main in defining and measuring student engagement in higher education. http://www.informingscience.org/Publications/4973 online learning student engagement teaching IT higher education human-ism affective domain student-teacher connection classroom inquiry reflexive teaching practice eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2022-05-29 19 135 148 4967 article Steven Sherman ssherman47188@troy.edu Benjamin Larson blarson@troy.edu Jeffrey A Bohler jbohler@troy.edu E Fran Smith fesmith@troy.edu Aim/Purpose: The purpose of this paper is to address the issue of gaps in students’ knowledge at the time they enter a comprehensive Information Systems cap-stone course. This problem of knowledge gaps was exacerbated by the forced remote learning and isolation caused by the COVID-19 pandemic. The aim was to find a technique that would identify and fill those gaps. Ideally, the method would also reinforce the students’ interpersonal soft skills. Background: Many universities have a capstone course where students may apply their knowledge from the curriculum to a project, and they are evaluated on their retention of knowledge from the core classes. Over the past two years, students have experienced course interruptions and modifications due to the pandemic, resulting in learning gaps on topics covered in the core courses. Depending on the project’s scope and curriculum, this may prevent students from conversing on many essential concepts during the capstone course. By requiring students to create “Teach Back” tutorials on materials from their core courses, faculty may ensure that the key concepts are discussed multiple times within the curriculum. Methodology: We present a case study to identify key concepts and compare cohort results before and after implementation. Contribution: A process for identifying potential knowledge gaps is identified, and a method to repeatedly expose students to concepts is introduced. Findings: There were improvements to the overall capstone scores after the tutorial implementation. While many factors influence changes in scores across cohorts, the initial findings are promising, supporting the concept that teaching back helps to close knowledge gaps. Recommendations for Practitioners: Faculty should collaborate to identify knowledge areas that need to be rein-forced later in their students’ academic careers. Teaching back essential concepts that may not be prioritized in implementing a capstone project ensures a repeated exposure to the identified concepts. Recommendations for Researchers: There needs to be a priority to teach students to be lifelong learners and to teach the skills needed to share their knowledge with future coworkers. There needs to be more research into a pedagogy that builds these essential soft skills within our curriculum. Finally, research into alumni feedback on course topics and pedagogy is needed. Impact on Society: Introducing pedagogy that improves both knowledge and soft skills, this re-search looks to build individuals who will learn independently and be able to communicate with and improve others. Future Research: There needs to be additional research to study the changes in technical knowledge before and after Teach Back, the consequences of elective sequencing, the consideration of elective versus required courses, and the use of Teach Back to capture student knowledge gained from completing diverse electives prior to the capstone course. http://www.informingscience.org/Publications/4967 knowledge gaps pandemic Teach Back capstone soft skills interpersonal skills curriculum engagement tutorials eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2021-06-03 18 .i iii 4804 article Eli Cohen InformingScience@Comcast.net Table of Contents for IISIT Volume 19, 2022 http://www.informingscience.org/Publications/4804 IISIT Informing Science information technology eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2021-06-02 18 001 030 4792 article Laura A. McLaughlin mclaughl@neumann.edu Joanne Ricevuto jricevuto@harcum.edu Aim/Purpose: This research study explores the challenges, successes, and supports de-sired in implementing virtual learning following a survey of faculty for their experiences and interests. Faculty in higher education need quick, practical tools and strategies to enhance teaching and learning in a virtual classroom. Background The sudden and ongoing COVID-19 pandemic had created an urgency to transition to a virtual learning environment, yet expectations for faculty to teach virtually may not have matched best practice and current research. Methodology: This qualitative research begins with an anonymous, emailed survey of higher education faculty designed to explore participant thoughts and experiences related to their virtual teaching in Fall 2020. The survey included a series of demographic questions related to what type of faculty they were (full-time or adjunct), which discipline they taught, which format they were teaching in, as well as 5 open-ended questions to elicit feedback to teaching in this format of their challenges, some positives, strategies used, how they assessed learning, and which workshops they would like offered to better support them. A full year after the pandemic began, we sent out a follow-up survey to check in with faculty and find out specifically new skills/mindsets they developed, new tools they may have tried, their level of stress as well as how they perceived their students’ stress and their students’ level of learning. We decided to broaden our population by sharing the follow-up survey via social media to capture a diverse audience, which included international participants. Contribution: Despite the different stress levels for most faculty and students during the pandemic of 2020-2021, our research highlights that it was also a time of growth and learning. Learning from past experiences can help us be pre-pared for future challenges related to virtual learning. Findings: We found that the emergency remote teaching caused faculty to explore new ways of teaching and learning and helped them to develop a mindset that embraced a variety of skills such as flexibility, creativity, and innovation. We also learned that being aware of the stress levels of both faculty and students is of great value to institutions and with a good infrastructure and support, virtual learning can be successful. Recommendations for Practitioners: Through our research, we have found faculty are lacking the tools necessary to engage their learners in a virtual setting. As such, best practices need to be shared and then embedded into the instructional approach. However, given the pandemic, faculty were forced to transition face to face classes to a virtual format without having been provided these best practices. Recommendations for Researchers: We recommend researchers explore the habits of minds of faculty and how they have developed and continue to develop due to challenges they experienced related to virtual learning and continue to experience. Impact on Society: Many of the skills that faculty developed due to this emergency shift to virtual teaching during 2020 and beyond are skills faculty will have for life. With support and ideas faculty can implement quickly, faculty will be better prepared to provide instruction and create settings that enhance teaching and learning in a virtual setting. Future Research: Future research could include providing a voice for students by distributing a survey to the student body for their views and perceptions on virtual learning during the pandemic and moving forward. http://www.informingscience.org/Publications/4792 virtual teaching and learning flexibility mindsets eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2021-06-02 18 031 039 4798 article Christina Ellis cellis@shsu.edu Tori Hollas torihollas@shsu.edu Mae Lane mal024@shsu.edu Jaime Coyne jlb110@shsu.edu Aim/Purpose: The authors provide different technology applications useful in online instruction in addition to providing effective strategies for use in a virtual environment. Background: Last year, educators were forced to move their instruction online almost overnight. Many were not prepared to teach effectively in a virtual environment. Contribution: This paper serves as a resource to educators who are unfamiliar with teaching online as well as for those who would like to enhance their current practice. Recommendations for Practitioners: Be flexible when teaching in a virtual environment. Remain open to using new and unfamiliar technologies. Be consistent in providing feedback to students and communicate frequently with them. Impact on Society: The abrupt transition for educators, as well as for most workplaces, to an exclusively online environment in response to COVID has long-lasting effects in how business as usual will be conducted. Being proficient and comfortable in navigating a virtual environment is essential. Future Research: As we continue to work virtually, ongoing research that informs our practice is critical for remaining effective educators. Additionally, it is important to remain knowledgeable about current and new technologies available to us. Keywords online instruction, technology applications, strategies http://www.informingscience.org/Publications/4798 online instruction technology applications strategies eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2021-06-03 18 041 061 4799 article Samuel Sambasivam samuel.sambasivam@woodbury.edu Shannon Block shannon@worldforwardfoundation.org Steven Munkeby smunkeby@coloradotech.edu Aim/Purpose: Board of Directors seek to use their big data as a competitive advantage. Still, scholars note the complexities of corporate governance in practice related to information security risk management (ISRM) effectiveness. Background: While the interest in ISRM and its relationship to organizational success has grown, the scholarly literature is unclear about the effects of Chief Technology Officers (CTOs) leadership styles, the alignment of the governance of big data, and ISRM effectiveness in organizations in the West-ern United States. Methodology: The research method selected for this study was a quantitative, correlational research design. Data from 139 participant survey responses from Chief Technology Officers (CTOs) in the Western United States were analyzed using 3 regression models to test for mediation following Baron and Kenny’s methodology. Contribution: Previous scholarship has established the importance of leadership styles, big data governance, and ISRM effectiveness, but not in a combined understanding of the relationship between all three variables. The researchers’ primary objective was to contribute valuable knowledge to the practical field of computer science by empirically validating the relationships between the CTOs leadership styles, the alignment of the governance of big data, and ISRM effectiveness. Findings: The results of the first regression model between CTOs leadership styles and ISRM effectiveness were statistically significant. The second regression model results between CTOs leadership styles and the alignment of the governance of big data were not statistically significant. The results of the third regression model between CTOs leadership styles, the alignment of the governance of big data, and ISRM effectiveness were statistically significant. The alignment of the governance of big data was a significant predictor in the model. At the same time, the predictive strength of all 3 CTOs leadership styles was diminished between the first regression model and the third regression model. The regression models indicated that the alignment of the governance of big data was a partial mediator of the relationship between CTOs leadership styles and ISRM effectiveness. Recommendations for Practitioners: With big data growing at an exponential rate, this research may be useful in helping other practitioners think about how to test mediation with other interconnected variables related to the alignment of the governance of big data. Overall, the alignment of governance of big data being a partial mediator of the relationship between CTOs leadership styles and ISRM effectiveness suggests the significant role that the alignment of the governance of big data plays within an organization. Recommendations for Researchers: While this exact study has not been previously conducted with these three variables with CTOs in the Western United States, overall, these results are in agreement with the literature that information security governance does not significantly mediate the relationship between IT leadership styles and ISRM. However, some of the overall findings did vary from the literature, including the predictive relationship between transactional leadership and ISRM effectiveness. With the finding of partial mediation indicated in this study, this also suggests that the alignment of the governance of big data provides a partial intervention between CTOs leadership styles and ISRM effectiveness. Impact on Society: Big data breaches are increasing year after year, exposing sensitive information that can lead to harm to citizens. This study supports the broader scholarly consensus that to achieve ISRM effectiveness, better alignment of governance policies is essential. This research highlights the importance of higher-level governance as it relates to ISRM effectiveness, implying that ineffective governance could negatively impact both leadership and ISRM effectiveness, which could potentially cause reputational harm. Future Research: This study raised questions about CTO leadership styles, the specific governance structures involved related to the alignment of big data and ISRM effectiveness. While the research around these variables independently is mature, there is an overall lack of mediation studies as it relates to the impact of the alignment of the governance of big data. With the lack of alignment around a universal framework, evolving frameworks could be tested in future research to see if similar results are obtained. http://www.informingscience.org/Publications/4799 big data CTO leadership styles information security risk management effectiveness and digital transformation eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2021-06-03 18 063 081 4796 article Samuel Sambasivam samuel.sambasivam@woodbury.edu Steven Munkeby smunkeby@coloradotech.edu Ali Wahid ali.wahid2@alumni.ctuonline.edu Aim/Purpose: In the United States, the Centers for Disease Control and Prevention (CDC) tracks the disease activity using data collected from medical practice's on a weekly basis. Collection of data by CDC from medical practices on a weekly basis leads to a lag time of approximately 2 weeks before any viable action can be planned. The 2-week delay problem was addressed in the study by creating machine learning models to predict flu outbreak. Background: The 2-week delay problem was addressed in the study by correlation of the flu trends identified from Twitter data and official flu data from the Centers for Disease Control and Prevention (CDC) in combination with creating a machine learning model using both data sources to predict flu outbreak. Methodology: A quantitative correlational study was performed using a quasi-experimental design. Flu trends from the CDC portal and tweets with mention of flu and influenza from the state of Georgia were used over a period of 22 weeks from December 29, 2019 to May 30, 2020 for this study. Contribution: This research contributed to the body of knowledge by using a simple bag-of-word method for sentiment analysis followed by the combination of CDC and Twitter data to generate a flu prediction model with higher accuracy than using CDC data only. Findings: The study found that (a) there is no correlation between official flu data from CDC and tweets with mention of flu and (b) there is an improvement in the performance of a flu forecasting model based on a machine learning algorithm using both official flu data from CDC and tweets with mention of flu. Recommendations for Practitioners: In this study, it was found that there was no correlation between the official flu data from the CDC and the count of tweets with mention of flu, which is why tweets alone should be used with caution to predict a flu out-break. Based on the findings of this study, social media data can be used as an additional variable to improve the accuracy of flu prediction models. It is also found that fourth order polynomial and support vector regression models offered the best accuracy of flu prediction models. Recommendations for Researchers: Open-source data, such as Twitter feed, can be mined for useful intelligence benefiting society. Machine learning-based prediction models can be improved by adding open-source data to the primary data set. Impact on Society: Key implication of this study for practitioners in the field were to use social media postings to identify neighborhoods and geographic locations affected by seasonal outbreak, such as influenza, which would help reduce the spread of the disease and ultimately lead to containment. Based on the findings of this study, social media data will help health authorities in detecting seasonal outbreaks earlier than just using official CDC channels of disease and illness reporting from physicians and labs thus, empowering health officials to plan their responses swiftly and allocate their resources optimally for the most affected areas. Future Research: A future researcher could use more complex deep learning algorithms, such as Artificial Neural Networks and Recurrent Neural Networks, to evaluate the accuracy of flu outbreak prediction models as compared to the regression models used in this study. A future researcher could apply other sentiment analysis techniques, such as natural language processing and deep learning techniques, to identify context-sensitive emotion, concept extraction, and sarcasm detection for the identification of self-reporting flu tweets. A future researcher could expand the scope by continuously collecting tweets on a public cloud and applying big data applications, such as Hadoop and MapReduce, to perform predictions using several months of historical data or even years for a larger geographical area. http://www.informingscience.org/Publications/4796 CDC correlation flu trends machine learning regression analysis eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2021-06-03 18 083 102 4793 article Laura A. McLaughlin mclaughl@neumann.edu James McLaughlin jimmcl61@gmail.com Aim/Purpose: To build the skills of innovation, we must first establish a framework for the belief system that surrounds effective innovation practice. In building any belief system, sometimes outdated beliefs need to be replaced with better, more carefully researched ideas. One such belief, discovered in our research and elsewhere, is that creativity is innate and that great ideas arise through chance or happenstance. Background: One belief regarding innovation and creativity, discovered in our research and elsewhere, is the belief that creativity is innate. History has repeatedly shown this to be untrue, yet people still believe it. We have found within our research another belief is that innovation happens through random, unstructured processes -- that great ideas arise through chance or happenstance. However, participants also believed that innovation is a skill. If someone believes innovation is a skill but also believes innovation is innate, random, and unstructured, this disconnect presents obstacles for the training and development of innovation skills. Methodology: This research is based on a combination of background research and direct survey of innovators, educators, scientists, and engineers, in addition to the general public. The survey is used to illuminate the nature of significant beliefs related to creativity and innovation practice Contribution: We examine the myths and truths behind creativity as well as the false beliefs behind innovation as we present a closed model for innovation and the key framing elements needed to build a successful, trainable, developable system that is the innovation mindset. And like any skill, creativity and innovation can be taught and learned using tools and processes that can be followed, tracked, and documented. If innovation is a skill, creativity should not re-quire magic or the production of ideas out of thin air. Findings This paper identifies the historic nature of creativity as well as the general strategies used by innovators in implementing innovation practices and pro-poses a framework that supports the effective development of the innovation mindset. Recommendations for Practitioners: Apply the framework and encourage ideation and innovation participants to appreciate that they can learn to be creative and innovative. Start as early as possible in the education process, as all of these skills can be instructed at early ages. Recommendations for Researchers: Continue to gather survey data to support a refined understanding of the motivations behind the disconnect between innovation as a methodical skill and the beliefs in the use of random ideation techniques. Impact on Society: Transforming the understanding of creativity and innovation from one of mythical belief to one of methodical skill application will dramatically alter the lifelong impact of knowledge gained in support of global economic and environmental challenges. Future Research: A continuation of the recommended research paths and collaboration with other creativity researchers leading to improved methods for dissuading mythical beliefs toward formalized, systematic ideation and innovation practices. http://www.informingscience.org/Publications/4793 creativity ideation innovation mindset professional development problem solving training eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2021-06-03 18 103 119 4797 article Tana Feyt tanafeyt98@gmail.com Gwamaka Mwalemba gt.mwalemba@uct.ac.za Aim/Purpose: The aim of this study is to explore the role of service-learning in Information Systems (IS) education. Background: While the use of modern technologies presents many operational benefits, such as the lowering of the costs, it may also aggravate social-economic is-sues. IS professionals should account for these issues as well as exhibit the skills demanded by modern-day employers. Hence, why there is a need for IS educators to adopt a new pedagogy that supports the development of more holistic and socially responsible IS graduates. Methodology: In this qualitative exploratory case study, two IS service-learning courses at a South African university were studied. Interviews, course evaluations, and reflection essays were analyzed to gain insight into the implications that service-learning may have for students. Contribution: This study contributes to IS education research by advancing discussions on the role of service-learning in providing learning outcomes such as the development of important skills in IS, civic-mindedness, and active participation in society. Findings: The findings showed that the courses had different implications for students developing skills that are important in IS and becoming civic-minded due to the variation in their design and implementation. Recommendations for Practitioners: It is recommended that IS educators present their courses in the form of service-learning with a careful selection of readings, projects, and reflection activities. Recommendations for Researchers: IS education researchers are advised to conduct longitudinal studies to gain more insight into the long-term implications that service-learning may have for IS students. Impact on Society: This paper provides insight into how IS students may gain social agency and a better understanding of their role in society. Future Research: It is recommended that future research focus on mediating factors and the implications that service-learning may have for IS students in the long-term. http://www.informingscience.org/Publications/4797 information systems service-learning education reflection critical thinking social awareness teamwork community eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2021-06-03 18 121 140 4791 article Moshe Leiba mosheli@mta.ac.il Ruti Gafni rutigafn@mta.ac.il Aim/Purpose: The COVID-19 pandemic demanded an immediate and massive adaptation of higher education to distance learning. Teachers had to transform from face-to-face to distance teaching, with insufficient pedagogical and technological knowledge and resources. This study aims to capture higher education faculty experiences in the very early stages of the crisis-prompted transition into synchronous distance education in order to obtain a broader view on the faculty’s perspectives (benefits, challenges and insights) on distance teaching through synchronous online environments. Background: Although online teaching and learning have been part of higher education teaching for more than two decades, many instructors found themselves teaching remotely for the first time and facing new and unpredicted challenges. Methodology: This study explored and analyzed an e-mail thread discourse between teachers in a higher education institute, two months after “going online” due to the COVID-19 pandemic. A singular case study was conducted, and a retrospective and snapshot case study approach was used. Data analysis was an iterative exploratory process of going back and forth the empirical material, resulting in the construction of categories, then themes, and finally a conceptual framework was developed. Contribution: The findings contribute the knowledge domain of implementation of immediate and massive online teaching and learning from the faculty perspective. Findings: Two main focal points, students and teachers, were encountered. Three main recurring themes were identified associated with both students and teachers: Convenience, Ethical Issues, and Insights for the future. Two themes were identified associated with faculty: Pedagogy and Tools, and Resources. In addition, two themes were identified for students: Attendance and Responses. Each of the themes was decomposed into several aspects. Recommendations for Practitioners: Higher education institutions and stakeholders should build a campus wide e-learning agenda including appropriate infrastructure and professional development for the future. Recommendations for Researchers: The study presented a conceptual model based on qualitative case study methodology. The impact and influence of each of the components of the model should be further researched and measured using quantitative methodologies. Impact on Society: Understanding the benefits and challenges of distance learning from the faculty perspectives in order to implement better distance learning strategies. Future Research: The impact and influence of each of the components of the model should be further researched and measured using quantitative methodologies. http://www.informingscience.org/Publications/4791 Distance learning Online learning COVID-19 e-learning Faculty Higher education eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2021-06-04 18 141 159 4795 article Gila Cohen Zilka gila.zilka@gmail.com Aim/Purpose: This study examined learning during the COVID-19 crisis, as perceived by preservice teachers at the time of their academic studies and their student teaching experience. Background: The COVID-19 crisis is unexpected. On one hand, it disrupted learning in all learning frameworks, on the other, it may create a change in learning characteristics even after the end of the crisis. This study examined the pro-ductive, challenging, and thwarting factors that preservice teachers encountered during their studies and in the course of their student teaching during the COVID-19 period, from the perspective of preservice teachers. Methodology: The study involved 287 students studying at teacher training institutions in Israel. The preservice teachers were studying online, and in addition experienced online teaching of students in schools, guided by their own teacher. The study used a mixed method. The questionnaire included closed and open questions. The data were collected in 2020. Contribution: Identifying the affecting factors may deepen the understanding of online learning/teaching and assist in the optimal implementation of online learning. Findings: Online learning experience. We found that some of the lessons at institutions of higher learning were delivered in the format of online lectures. Many pre-service teachers had difficulty sitting in front of a computer for many hours—“Zoom fatigue.” Preservice teachers who had difficulty self-regulating and self-mobilizing for study, experienced accumulating loads, which caused them feelings of stress and anxiety. The word count indicated that the words that appeared most often were “load” and “stress.” Some preservice teachers wrote that collaborating in forums with others made it easier for them. Some suggested diversifying by digital means, incorporating asynchronous units and illustrative films, and easing up on online lectures, as a substitute for face-to-face lectures. Online teaching experience in schools. The preservice teachers' descriptions show that in lessons taught in the format of lectures and communication of content, there were discipline problems and non-learning. According to the preservice teachers, discipline problems stemmed from difficulties concentrating, physical distance, load, and failure to address the students' difficulties. Recommendations for Practitioners: In choosing schools for student teaching, it is recommended to reach an understanding with the school about the online learning policy and organization. It is important to hold synchronous sessions in small groups of 5 to 10 students. The sessions should focus on the mental wellbeing of the students, and on the acquisition of knowledge and skills. Students should be prepared for participation in asynchronous digital lessons, which should be produced by professionals. It should be remembered that the change of medium from face-to-face to online learning also changes the familiar learning environment for all parties and requires modifying the ways of teaching. Recommendations for Researchers: A change in the learning medium also requires a change in the definition of objectives and goals expected of each party—students, teachers, and parents. All parties must learn to view online learning as a method that enables empowerment and the application of 21st century skills. Impact on Society: Teachers' ability to deploy 21st century skills in an online environment de-pends largely on their experience, knowledge, skills, and attitude toward these skills. Future Research: This study examined the issue from the perspective of preservice teachers. It is recommended to examine it also from the perspective of teachers and students. http://www.informingscience.org/Publications/4795 distance learning digital environment social emotional learning – SEL digital literacy e-readiness m-learning teacher presence social presence Zoom fatigue COVID-19 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2021-06-11 18 161 172 4794 article Nicole A. Buzzetto-Hollywood nabuzzetto-more@umes.edu Aim/Purpose: This brief paper will provide preliminary insight into an institutions effort to help students understand the application of the scientific method as it applies to the business discipline through the creation of a dedicated, required course added to the curriculum of a mid-Atlantic minority-serving institution. In or-der to determine whether the under-consideration course satisfies designated student learning outcomes, an assessment regime was initiated that included examination of rubric data as well as the administration of a student perception survey. This paper summarizes the results of the early examination of the efficacy of the course under consideration. Background: A small, minority-serving, university located in the United States conducted an assessment and determined that students entering a department of business following completion of their general education science requirements had difficulties transferring their understanding of the scientific method to the business discipline. Accordingly, the department decided to create a unique course offered to sophomore standing students titled Principles of Scientific Methods in Business. The course was created by a group of faculty with input from a twenty person department. Methodology: Rubrics used to assess a course term project were collected and analyzed in Microsoft Excel to measure student satisfaction of learning goals and a student satisfaction survey was developed and administered to students enrolled in the course under consideration to measure perceived course value. Contribution: While the scientific method applies across the business and information disciplines, students often struggle to envision this application. This paper explores the implications of a course specifically purposed to engender the development and usage of logical and scientific reasoning skills in the business discipline by students in the lower level of an bachelors degree program. The information conveyed in this paper hopefully makes a contribution in an area where there is still an insufficient body of research and where additional exploration is needed. Findings: For two semesters rubrics were collected and analyzed representing the inclusion of 53 students. The target mean for the rubric was a 2.8 and the overall achieved mean was a 2.97, indicating that student performance met minimal expectations. Nevertheless, student deficiencies in three crucial areas were identified. According to the survey findings, as a result of the class students had a better understanding of the scientific method as it applies to the business discipline, are now better able to critically assess a problem, feel they can formulate a procedure to solve a problem, can test a problem-solving process, have a better understanding of how to formulate potential business solutions, understand how potential solutions are evaluated, and understand how business decisions are evaluated. Conclusion: Following careful consideration and discussion of the preliminary findings, the course under consideration was significantly enhanced. The changes were implemented in the fall of 2020 and initial data collected in the spring of 2021 is indicating measured improvement in student success as exhibited by higher rubric scores. Recommendations for Practitioners: These initial findings are promising and while considering student success, especially as we increasingly face a greater and greater portion of under-prepared students entering higher education, initiatives to build the higher order thinking skills of students via transdisciplinary courses may play an important role in the future of higher education. Recommendations for Researchers: Additional studies of transdisciplinary efforts to improve student outcomes need to be explored through collection and evaluation of rubrics used to assess student learning as well as by measuring student perception of the efficacy of these efforts. Impact on Society: Society needs more graduates who leave universities ready to solve problems critically, strategically, and with scientific reasoning. Future Research: This study was disrupted by the COVID-19 pandemic; however, it is resuming in late 2021 and it is the hope that a robust and detailed paper, with more expansive findings will eventually be generated. http://www.informingscience.org/Publications/4794 first generation college students transdisciplinary education scientific method in the business discipline scientific reasoning in management education scientific literacy management education business education rubric student learning outcomes assessment of student learning HBCU eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2021-06-12 18 173 193 4806 article Minh Q. Huynh minh.huynh@selu.edu Eraj Khatiwada erajkhatiwada2@gmail.com Aim/Purpose: In the midst of COVID-19, classes are transitioned online. Instructors and students scramble for ways to adapt to this change. This paper shares an experience of one instructor in how he has gone through the adaptation. Background: This section provides a contextual background of online teaching. The instructor made use of M-learning to support his online teaching and adopted the UTAUT model to guide his interpretation of the phenomenon. Methodology: The methodology used in this study is action research through participant-observation. The instructor was able to look at his own practice in teaching and reflect on it through the lens of the UTAUT conceptual frame-work. Contribution: The results helped the instructor improve his practice and better under-stand his educational situations. From the narrative, others can adapt and use various apps and platforms as well as follow the processes to teach online. Findings: This study shares an experience of how one instructor had figured out ways to use M-learning tools to make the online teaching and learning more feasible and engaging. It points out ways that the instructor could connect meaningfully with his students through the various apps and plat-forms. Recommendations for Practitioners: The social aspects of learning are indispensable whether it takes place in person or online. Students need opportunities to connect socially; there-fore, instructors should try to optimize technology use to create such opportunities for conducive learning. Recommendations for Researchers: Quantitative studies using surveys or quasi-experiment methods should be the next step. Validated inventories with measures can be adopted and used in these studies. Statistical analysis can be applied to derive more objective findings. Impact on Society: Online teaching emerges as a solution for the delivery of education in the midst of COVID-19, but more studies are needed to overcome obstacles and barriers to both instructors and students. Future Research: Future studies should look at the obstacles that instructors encounter and the barriers with technology access and inequalities that students face in online classes. http://www.informingscience.org/Publications/4806 COVID-19 transition online teaching UTAUT web app participant-observer action research eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2020-05-01 17 .i iii 4552 article Eli Cohen InformingScience@Comcast.net Table of Contents for IISIT Volume 17, 2020 http://www.informingscience.org/Publications/4552 IISIT Informing Science information technology eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2020-05-01 17 001 020 4546 article Joy Penman joy.penman@monash.edu Glenna C Lear glennalear@internode.on.net Aim/Purpose: The purpose of this paper is to illuminate the learning that happens in assuming a supervisee’s role during the postgraduate study. Background: The facilitators and barriers students encountered while pursuing postgraduate studies, strategies to achieve success in postgraduate studies, and how to decrease attrition rates of students, have been sufficiently explored in literature. However, there is little written about the personal and professional impact on students when they are being supervised to complete their postgraduate studies. Methodology: Autoethnographic method of deep reflection was used to examine the learning that transpired from the supervisee’s perspective. Two lecturers (a Senior Lecturer in Nursing and an Aboriginal Tutor) focused on their postgraduate journeys as supervisees, respectively, with over 30 years of study experience between them, in Australia and abroad. Contribution: Future postgraduate students, researchers, would-be supervisors and experienced supervisors could learn from the reflections of the authors’ postgraduate experiences. Findings: Four themes surfaced, and these were Eureka moments, Critical friend(s), Supervisory relationship, and Transformative learning. The authors highlighted the significance of a supervisory relationship which is key to negotiating the journey with the supervisor. Essential for these students also were insights on finding the path as well as the destination and the transformative aspects that happened as a necessary part of the journey. Conclusion. The postgraduate journey has taught them many lessons, the most profound of which was the change in perspective and attitude in the process of being and becoming. Personal and professional transformative learning did occur. At its deepest level, the authors’ reflections resulted in self-actualization and a rediscovery of their more authentic selves. Recommendations for Practitioners: This article highlights the importance of the supervisory relationship that must be negotiated to ensure the success of the candidate. Reflections of the transformation are recommended to support the students further. Recommendation for Researchers: Quality supervision can make a significant influence on the progress of students. Further research on the supervisory relationship is recommended. Impact on Society: The support in terms of supervision to ensure postgraduate students’ success is essential. Postgraduate students contribute to the human, social, professional, intellectual, and economic capital of universities and nations globally. Future Research: Further reflections of the transformative learning will advance the understanding of the personal and professional changes that occur with postgraduate supervision. http://www.informingscience.org/Publications/4546 postgraduate study supervisee autoethnographic reflection supervisory relationship transformation eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2020-05-01 17 021 040 4548 article Alrence S Halibas alrencesantiago@yahoo.com Rolou Lyn Maata roloumaata@gmail.com Mohamed Abdul Kader Varusai varusai@gulfcollege.edu.om Ali Al-Badi aalbadi@gulfcollege.edu.om Peyman Nouraey peyman@gulfcollege.edu.om Aim/Purpose: The need for Higher Education Institutions (HEIs) to maximize the use of their intellectual property and strategic resources for research and teaching has become ever more evident in recent years. Furthermore, little attention is paid in developing an enabling system that will facilitate knowledge transfer in the Research-Teaching Nexus (RTN). Hence, this study assesses the current state of practice in knowledge management of the nexus in higher education in Oman. It also explores the context of how Knowledge Management System (KMS) for the nexus can be designed and utilized by HEIs and challenges them to rethink their traditional approaches in managing their knowledge as-sets to boost individual and organizational learning. Background: This study provides a Knowledge Management-based framework and design of a knowledge management system that support the academic community towards the improvement of the nexus. This study sets out ideas from various academic and professional experts on how academic stakeholders in the higher education can improve and promote knowledge transfer and make better use of its knowledge and research assets for teaching and learning. It stressed the importance of having the knowledge assets or resources that can easily be pooled, accessed, and made available to its intended stakeholders. Methodology: Data were gathered from 29 out of 49 institutional quality audit reports of all HEIs in Oman. The panel comments were coded and analysed to extract valuable insights regarding the management of knowledge assets in research. Additionally, data were gathered from the institutional accreditation outcomes page of the same website. Manifest and latent content analyses were used in reporting the findings of the panel. Contribution: The study will contribute to a greater understanding and acceptance of Knowledge Management (KM) in higher education and extended the body of knowledge concerning knowledge management for the RTN. Findings: The reports revealed a very limited practice of the nexus in terms of people and culture, structure ad processes, and computing and web technologies. A few staff are involved in RTN work, there is an uneven understanding of the RTN among staff, limited joint research between staff and students are some of the reasons for this. Significantly, there is no explicit research framework or policy for the RTN, and systems and/or mechanisms are limited. Further-more, the reports did not account any use of computing and web technologies for the nexus. These limitations can lead to students with less academic, research, and graduate skills. Hence, this study presents a feature design of a KMS that incorporates various RTN best practices, as informed by the reports and literature. The design will allow the staff to utilize the research assets in the classroom, at the same time, engages students in research and scholarly under-takings. Recommendations for Practitioners: All HEIs must have a innovative system that integrates a formal agenda and approach, and set initiatives, strategies, policies, and procedures for knowledge management in utilizing research assets for teaching and learning. It must be designed so that RTN practices remain up-to-date, relevant, and responsive to the needs of the stakeholders, as well as, address academic accreditation challenges. Recommendation for Researchers: Researchers can evaluate the knowledge management of RTN practices of other HEIs outside of Oman to effectively recommend the proper course of action for teaching and learning improvement. Impact on Society: This study will redefine the role and contribution of HEIs, which are key players in advancing a knowledge economy. HEIs are expected to be powerhouses where academic knowledge is discovered, created, disseminated, shared, and re-invented. They must be able to fully grasp the value of managing knowledge to be able to effect positive and purposeful change to the community. Future Research: Future work should include staff and student surveys that examine the knowledge management need of the learning organization to better inform the design of a KMS for the RTN. Thereafter, future research can test the stage to test the effectiveness of the conceptual design. http://www.informingscience.org/Publications/4548 knowledge management knowledge management system research-teaching nexus social computing tacit knowledge eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2019-04-06 16 . i iv 4298 article Eli Cohen InformingScience@Comcast.net Table of Contents for IISIT Volume 16, 2019 http://www.informingscience.org/Publications/4298 IISIT Informing Science information technology InSITE eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2019-04-06 16 001 031 4282 article Ju Long julong@txstate.edu Hsun-Ming Lee sl20@txstate.edu Juntao Yuan michael@ringful.com Aim/Purpose: One of the most fascinating developments in computer user interfaces in recent years is the rise of “chatbots”. Yet extent information system (IS) curriculum lacks teaching resources on chatbots programming.. Background: To better prepare students for this new technological development and to enhance the IS curriculum, we introduce a project that teaches students how to program simple chatbots, including a transactional chatbot and a conversational chatbot. Methodology: We demonstrated a project that teaches students how to program two types of simple chatbots: a transactional chatbot and a conversational chatbot. We also conducted a survey to examine students’ perceptions on their learning experience. Findings: Our survey on students’ perception of the project finds that learning chatbots is deemed very useful because chatbot programming projects have enabled the students to understand the subject better. We also found that social influence has positively motivated the students to learn chatbot programming. Though most of the students have no prior experiences programming chatbots, their self-efficacy towards chatbot programming remained high after working through the programming project. Despite the difficult tasks, over 71% of respondents agree to various degrees that chatbot programming is fun. Though most students agree that chatbot programming is not easy to learn, more than 70% of respondents indicated that they will use or learn chatbots in the near future. The overwhelmingly positive responses are impressive given that this is the first time for the students to program and learn chatbots. Recommendations for Practitioners: In this article, we introduced a step by step project on teaching chatbot programming in an information systems class. Following the project instructions, students can get their first intelligent chatbots up and running in a few hours using Slack. This article describes the project in detail as well as students’ perceptions. Recommendations for Researchers: We used UTAUT model to measure students’ perception of the projects. This study could be of value to researchers studying students’ technology learning and adoption behaviors. Impact on Society: To our best knowledge, pedagogical resources that teach IS students how to program chatbots, especially the introductory level materials, are limited. We hope this teaching case could be of value for IS educators when introducing IS students to the wonderful field of chatbot programming. Future Research: For future work, we plan to expand the teaching resources to cover more advanced chatbot programming projects, such as on how to make chatbot more human-like. http://www.informingscience.org/Publications/4282 information system education chatbot artificial intelligence student perceptions eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2019-04-08 16 033 049 4285 article Jo Coldwell-Neilson jo.neilson@deakin.edu.au James A Armitage j.armitage@deakin.edu.au Ryan J Wood-Bradley r.woodbradley@deakin.edu.au Blair Kelly blair.kelly@deakin.edu.au Alex Gentle alex.gentle@deakin.edu.au Aim/Purpose: The aim of this project was to explore a method to enable an updated under-standing of digital literacy to be implemented in curricula in an environment of an existing, but outdated, understanding of digital literacy. . Background: The changing healthcare environment increasingly emphasizes the importance of digital literacy skills; therefore academics in the optometry discipline at Deakin University sought to better understand where digital literacy skills were taught in their program, and whether delivery was implicit or explicit. Methodology: This case study describes a systematic review of the optometric curriculum to first identify where and what digital literacy skills are currently being addressed in the curriculum, identify the gaps, and develop a strategy to address the gaps. Contribution: The main outcome of this work is the development of a spiraling curriculum to support the development of digital literacy skills required in later units of the program and for clinical practice post-graduation. Findings: Although the definition of digital literacy may be outdated, the digital literacy capabilities being addressed in the curriculum had grown as digital technology use by staff and students had expanded. This, together with the realization that students were not as digitally capable as expected, indicated that teaching digital literacy skills needed to be made overt throughout the curriculum. Recommendations for Practitioners: The process developed through this case study provides a strong foundation for course teams, curriculum developers and educational designers to efficiently analyze digital literacy expectations in existing, accredited health-related curricula and improve the curricula by more overtly embedding digital literacy teaching into it. Impact on Society: Graduates of the amended program of study are expected to be better prepared to undertake their future careers in a digitally enhanced and disrupted environment. Future Research: The framework will be used to explore digital literacy teaching practices in other disciplines. A systematic evaluation will be undertaken to identify the benefits and short comings of using the framework. The elements that make up the new definition of digital literacy need to be better articulated to allow curriculum developers to be better informed as to how to interpret the framework in their context. http://www.informingscience.org/Publications/4285 optometry digital literacy graduate learning outcomes health professional education eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2019-04-08 16 051 059 4290 article Eugenia M. W. Ng eugeniang@ln.edu.hk Aim/Purpose: The flipped classroom approach is one of the most popular active learning approaches. This paper explores the effectiveness of a new pedagogy, known as FOCUSED, for postgraduate students. Background: The flipped classroom approach is a trendy blended learning pedagogy which capitalizes on the flexibility of online learning and the stimulating nature of face-to-face discussion. This article describes a pilot study involving post-graduate students who experienced the flipped classroom approach in one of their courses. Methodology: In additional to online activities, students adopted a newly learned approach to solve a related problem that was given by another group of students during classes. Quantitative data were collected from pre- and post-tests for both self-learned online materials and group discussion during classes so that the effectiveness of the flipped classroom pedagogy could be examined from the perspective of a holistic learning experience. Findings: It was found that the average scores for the post-test for the self-learned online video were much higher than for pre-test, even though the post-tests for both online and face-to-face learning were higher than the respective pre-tests. The qualitative data collected at the end of the flipped classroom activities further confirmed the value of the flipped classroom approach. Even though students could self-learn, more students valued peer interactions in the classroom more than the flexibility of online learning. http://www.informingscience.org/Publications/4290 blended learning flipped classroom online learning peer interactions post-graduate students eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2019-04-10 16 061 070 4288 article Wing Shui Ng ngws@eduhk.hk Gary Cheng chengks@eduhk.hk Aim/Purpose: Drone technology has been increasingly used in education. This paper reports a study of assessing teachers’ readiness and training needs for using drone technology in their teaching. Background: New technology promotes new ways of practices. With the sophisticated design and the affordance to explore our world from a bird’s eye perspective, a drone has been increasingly used to support science, technology, engineering, and mathematics education. However, it also brings challenges to teachers to integrate drone technology in their teaching. It is therefore important to obtain a better understanding of various aspects of integrating drone technology in education. Methodology: A group of pre-service teachers was engaged in a case study conducted using a designed-based approach. The participants were randomly assigned into three groups. They were required to develop lesson plans with the application of drone technology in teaching. The lesson plans were subsequently analyzed using the TPCK framework to identify teachers’ readiness and training needs. Findings: The participants, to a large extent, have sufficient competence to master the skills and knowledge of drone technology and to integrate it into their teaching. However, they were required to strengthen the pedagogical knowledge, subject content knowledge, and technological content knowledge in order to maximize the potential benefits of drone technology in education. Contribution: This paper reports the level of readiness and training needs of teachers regarding the use of drone technology in their teaching. Recommendations for Practitioners: To conduct teacher training regarding the use of drone technology in education, a particular focus should be put on enhancing teachers’ pedagogical knowledge, subject content knowledge, and technological content knowledge. Recommendations for Researchers: Researcher may further explore the strategies to integrate drone technology in teaching. Impact on Society: This paper suggests the area of teacher training regarding the use of drone technology in education. The teaching and learning effectiveness could be improved. Future Research: Future research may study the safety issue and ethical issue of using a drone in education. http://www.informingscience.org/Publications/4288 drone unmanned aerial vehicle teacher education STEM education TPCK eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2019-04-16 16 071 095 4295 article Gila Cohen Zilka gila.zilka@gmail.com Revital Cohen revitalc@bezeqint.net Ilan Rahimi irahimi@ono.ac.il Aim/Purpose: The aim of this study was to examine the sense of challenge and threat, negative feelings, self-efficacy, and motivation among students in a virtual and a blended course on multicultural campuses and to see how to afford every student an equal opportunity to succeed in academic studies. Background: Most academic campuses in Israel are multicultural, with a diverse student body. The campuses strive to provide students from all sectors, regardless of nationality, religion, etc., the possibility of enjoying academic studies and completing them successfully. Methodology: This is a mixed-method study with a sample of 484 students belonging to three sectors: general Jewish, ultra-orthodox Jewish, and Arab. Contribution: This study’s findings might help faculty on multicultural campuses to advance all students and enable them equal opportunity to succeed in academic studies. Findings: Significant sectorial differences were found for the sense of challenge and threat, negative feelings, and motivation. We found that the sense of challenge and level of motivation among Arab students was higher than among the ultra-orthodox Jewish students, which, in turn, was higher than among the general Jewish student population. On the other hand, we found that the perception of threat and negative feelings among Arab students were higher than for the other two sectors for both the virtual and the blended course. Recommendations for Practitioners: Significant feedback might lessen the sense of threat and the negative feelings and be a meaningful factor for the students to persevere in the course. Intellectual, emotional, and differential feedback is recommended. Not relating to students’ difficulties might lead to a sense of alienation, a lack of belonging, or inability to cope with the tasks at hand and dropout from the course, or even from studies altogether. A good interaction between lecturer and student can change any sense of incompetence or helplessness to one of self-efficacy and the ability to interact with one’s surroundings. Recommendations for Researchers: Lecturers can reduce the sense of threat and negative feelings and increase a student’s motivation by making their presence felt on the course website, using the forums to manage discussions with students, and enabling and encouraging discussion among the students. Impact on Society: The integration of virtual learning environments into the learning process might lead to the fulfilment of an educational vision in which autonomous learners realize their personal potential. Hence they must be given tasks requiring the application of high learning skills without compromise, but rather with differential treatment of students in order to reduce negative feelings and the sense of threat, and to reduce the transactional distance. Future Research: Further studies should examine the causes of negative feelings among students participating in virtual and blended courses on multicultural campuses and how these feelings can be handled. http://www.informingscience.org/Publications/4295 multiculturalism threat challenge motivation virtual course blended course transactional distance eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2019-04-16 16 097 112 4286 article Mali Senapathi mali.senapathi@aut.ac.nz Meetu Thomas meetu.thomas@aut.ac.nz Aim/Purpose: The study describes empirical research into agile Requirements Engineering (RE) practices based on an analysis of data collected in a large higher education organization. Background: Requirements Engineering (RE) in agile development contexts is considerably different than in traditional software development. The field of agile RE is still nascent where there is a need to evaluate its impact in real-world settings. Methodology: Using a case study methodology, the study involved interviewing nine experienced software practitioners who reflected on the use and implementation of various agile RE practices in two software development projects of a student management system. Contribution: The primary contribution of the paper is the evaluation of agile RE practices in a large tertiary educational organization. Based on the analysis of the data, it provides valuable insights into the practice of agile RE in a specific context (i.e., education), but just as importantly, the ones that were omitted or replaced with others and why. Findings: While the evolutionary and iterative approach to defining requirements was followed in general, not all agile practices could be fully adhered to in the case organization. Although face-to-face communication with the customers has been recognized as one the most important agile RE practices, it was one of the most difficult practices to achieve with a large and diverse customer base. Addressing people issues (e.g., resistance to change, thinking, and mindset) was found to be a key driver to following the iterative RE process effectively. Contrary to the value-based approach advocated in the literature, the value-based approach was not strictly adhered to in requirements prioritization. Continuous integration was perceived to be a more beneficial practice than prototyping, as it allows frequent integration of code and facilitates delivering working software when necessary. Recommendations for Practitioners: Our study has important implications for practitioners. Based on our empirical analysis, we provide specific recommendations for effective implementation of agile RE practices. For example, our findings suggest that practitioners could address the challenges associated with limited face-to-face communication challenges by producing flexible, accessible, and electronic documentation to enable communication. Recommendations for Researchers: Researchers can use the identified agile RE practices and their variants to per-form in-depth investigations into agile requirements engineering in other educational contexts. Impact on Society: There are a number of new technologies that offer exciting new opportunities that can be explored to maximize the benefits of agile and other requirements techniques. Future Research: Future research could conduct case studies in different contexts and thus con-tribute to developing bundles or collections of practices to improve software development processes in specific contexts. http://www.informingscience.org/Publications/4286 agile requirements engineering case study empirical agile Scrum tertiary edu-cation eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2019-04-16 16 113 126 4301 article Elena Maceviciute elena.maceviciute@gmail.com Thomas D. Wilson wilsontd@gmail.com Zinaida Manžuch zinaida.manzuch@mb.vu.lt Aim/Purpose: To capture digital training experiences, the paper introduces a novel data collection method – a graphic questionnaire. It aims to demonstrate the opportunities and limitations of this tool for collecting feedback from socially disadvantaged participants of digital literacy training about their progress. Background: In training of digital skills for disadvantaged audiences through informal educational interventions, it is important to get sufficient knowledge on factors that lead to their progress in the course of training. There are many tools to measure the achievements of formal education participants, but assessing the effectiveness of informal digital skills training is researched less. The paper introduces a small-scale case study of the training programme aimed at the developing of reading and digital skills among the participants from three socially disadvantaged groups – people with hearing impairments, children from low income families, and elderly persons. The impact of the training on participants was evaluated using different tools, including a short graphic questionnaire to capture the perceptions of the participants after each training. Methodology: We performed a thematic analysis of graphic questionnaires collected after each training session to determine how the students perceived their progress in developing literacy and digital skills. Contribution The findings of the paper can assist in designing assessment of digital literacy programmes that focus not only on final results, but also on the process of gaining digital skills and important factors that facilitate progress. Findings: The graphic questionnaire allowed the researchers to get insights into the perception of acquired skills and progressive achievements of the participants through rich self-reports of attitudes, knowledge gained, and activities during training sessions. However, the graphic questionnaire format did not allow the collection of data about social interaction and cooperation that could be important in learning. Recommendations for Practitioners: Graphic questionnaires are useful and easy-to-use tools for getting rich contextual information about the attitudes, behaviour, and acquisition of knowledge in digital literacy training. They can be used in applied assessments of digital literacy training in various settings. Their simplicity can appeal to respondents; however, in the long-run interest of respondents in continuing self-reports should be sustained by additional measures. Recommendations for Researchers: Researcher may explore the variety of simple and attractive research instruments, such as “honeycomb” questionnaires and similar, to facilitate data collection and saturate feedback with significant perception of personal experiences in gaining digital literacy skills. Impact on Society: Designing effective digital literacy programmes, including engaging self-assessment methods and tools, aimed at socially disadvantaged people will contribute to their digital inclusion and to solving the issues of digital divide. Future Research: Exploration of diverse research methods and expanding the research toolset in assessing digital literacy training could advance our understanding of important processes and factors in gaining digital skills. http://www.informingscience.org/Publications/4301 digital literacy digital divide graphic questionnaire elderly persons people with hearing impairment children assessment eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2019-04-16 16 127 141 4296 article Sarah Genut sarag@jct.ac.il Yifat Ben-David Kolikant yifat.kolikant@mail.huji.ac.il Bnaya Ori bnayao@gmail.com Aim/Purpose: Our research goal was to examine the factors that motivate women to enroll in Computer Science (CS) courses in order to better understand the small number of women in the field of CS. Background: This work is in line with the growing interest in better understanding the problem of the underrepresentation of women in the field of CS. Methodology: We focused on a college that differs in its high numbers of female CS students. The student population there consists mostly of religious Jews; some of them are Haredi, who, because of their unique lifestyle, are expected to be the breadwinners in their family. Following group interviews with 18 students, a questionnaire was administered to all the female students and 449 of them responded. We analyzed it statistically. We compared the responses of the Haredi and non-Haredi students. Contribution: The main contribution of this work lies in the idea that studying the factors underlying women’s presence in a CS program in unique communities and cultures, where women are equally represented in the field, might shed light on the nature of this phenomenon, especially whether it is universal or confined to the surrounding culture. Findings: There were significant differences between the Haredi and non-Haredi women regarding the importance they attributed to different factors. Haredi women resemble, regarding some social and economic variables, women in developing countries, but differ in others. The non-Haredi women are more akin to Western women, yet they did not completely overlap. Both groups value their family and career as the most important factors in their lives. These factors unify women in the West and in developing countries, though with different outcomes. In the West, it deters women from studying CS, whereas in Israel and in Malaysia, other factors can overcome this barrier. Both groups attributed low importance to the masculine image of CS, found important in the West. Hence, our findings support the hypothesis that women’s participation in the field of CS is culturally dependent. Recommendations for Practitioners: It is important to learn about the culture within which women operate in order to attract more women to CS. Recommendations for Researchers: Future work is required to examine other loci where women are underrepre-sented in CS, as well as how the insights obtained in this study can be utilized to decrease women’s underrepresentation in other loci. Impact on Society: Women's underrepresentation in CS is an important topic for both economic and social justice reasons. It raises questions regarding fairness and equality. In the CS field the gender pay gaps are smaller than in other professional areas. Thus, resolving the underrepresentation of women in CS will serve as a means to decrease the social gender gap in other areas. http://www.informingscience.org/Publications/4296 women underrepresentation computer science culture Haredi eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2019-04-18 16 143 151 4293 article John English john.foreign@gmail.com Tammy English tammy.ros@gmail.com Aim/Purpose: Providing both formative and summative assessment that allows students to learn from their mistakes is difficult in large classes. This paper describes an automated assessment system suitable for courses with even 100 or more students. Background: Assessment is a vital part of any course of study. Ideally students should be given formative assessment with feedback during the course so students and tutors can identify weaknesses and focus on what needs improvement before summative assessment, which results in a grade. This paper describes and automated assessment system that lessens the burden of providing formative assessment in large classes. Methodology: We used Checkpoint, a web-based automated assessment system, to grade assignments in a number of different computer science courses. Contribution: The students come from diverse backgrounds, with a wide range of ages, previous qualifications and technical skills, and our approach allows the students to work at their own pace according to their individual needs, submitting their solutions as many times as they wish up to a deadline, using feedback provided by the system to help identify and correct their mistakes before trying again. Findings: Use of automated assessment allows us to achieve the goals of both summative and formative assessment: we allow students to learn from their mistakes without incurring a penalty, while at the same time awarding them a grade to validate their efforts. The students have an overwhelmingly positive view about our use of automated assessment, and their comments support our views on the assessment process. Recommendations for Practitioners: Because of the increasing number of students in today’s courses, we recommend using automated assessment wherever possible. http://www.informingscience.org/Publications/4293 automated assessment formative and summative evaluation self-paced learning feedback ‘little and often’ assessment eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2019-04-19 16 153 164 4309 article Erik Bean profbean@gmail.com Aim/Purpose: Little is known of the cultural competence or leadership styles of a minority owned newspaper. This autoethnography serves to benchmark one early 1990s example. Background: I focused on a series of flashbacks to observe an African American weekly newspaper editor-in-chief for whom I reported to 25 years ago. In my reflections I sought to answer these questions: How do minorities in entrepreneurial organizations view their own identity, their cultural competence? What degree of this perception is conveyed fairly and equitably in the community they serve? Methodology: Autoethnography using both flashbacks and article artifacts applied to the leadership of an early 1990s African American weekly newspaper. Contribution: Since a literature gap of minority newspaper cultural competence examples is apparent, this observation can serve as a benchmark to springboard off older studies like that of Barbarin (1978) and that by examining the leadership styles and editorial authenticity as noted by The Chicago School of Media Theory (2018), these results can be used for comparison to other such minority owned publications. Findings: By bringing people together, mixing them up, and conducting business any other way than routine helped the Afro-American Gazette, Grand Rapids, proudly display a confidence sense of cultural competence. The result was a potentiating leadership style, and this style positively changed the perception of culture, a social theory change example. Recommendations for Practitioners: For the minority leaders of such publications, this example demonstrates effective use of potentiating leadership to positively change the perception of the quality of such minority owned newspapers. Recommendations for Researchers: Such an autoethnography could be used by others to help document other examples of cultural competence in other minority owned newspapers. Impact on Society: The overall impact shows that leadership at such minority owned publications can influence the community into a positive social change example. Future Research: Research in the areas of culture competence, leadership, within minority owned newspapers as well as other minority alternative publications and websites can be observed with a focus on what works right as well as examples that might show little social change model influence. The suggestion is to conduct the research while employed if possible, instead of relying on flashbacks. http://www.informingscience.org/Publications/4309 cultural competence microaggression racism prejudice African American newspapers leadership journalism autoethnography epistemology flashbacks reflection eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2019-04-25 16 165 196 4303 article Jacques Ophoff jacques.ophoff@uct.ac.za Steve Miller MLLSTE028@myuct.ac.za Aim/Purpose: Bring your own device (BYOD) provides opportunities for both the organization and employees, but the adoption of BYOD also introduces risks. This case study of an organization’s BYOD program identifies key positive and negative influences on the adoption decision. Background: The consumerization of IT introduced the BYOD phenomenon into the enterprise environment. As mobile and Internet technologies improve employees are opting to use their personal devices to access organizational systems to perform their work tasks. Such devices include smartphones, tablets and laptop computers. Methodology: This research uses a case study approach to investigate how business priorities drive the adoption of BYOD and how resulting benefits and risks are realized and managed by the organization. Primary empirical data was collected using semi-structured interviews with 15 senior employees from a large South African financial services organization. Policy documents from the organization were analyzed as secondary data. Contribution: Thematic analysis of the data revealed six major themes: improving employee mobility; improving client service and experience; creating a competitive industry advantage; improving business processes; information security risks; and management best practices. Findings: The themes were analyzed using the Technology-Organization-Environment (TOE) framework, showing the key positive and negative influences on the adoption decision. Recommendations for Practitioners: Organizations need to clearly understand the reasons they want to introduce BYOD in their organizations. The conceptual framework can be applied by practitioners in their organizations to achieve their BYOD business objectives. Recommendations for Researchers: BYOD remains an important innovation for organizations with several aspects worthy of further study. The TOE framework presents a suitable lens for analysis, but other models should also be considered. Impact on Society: The findings show that organizations can use BYOD to improve client service, gain competitive advantage, and improve their processes using their digital devices and backend systems. The BYOD trend is thus not likely to go away anytime soon. Future Research: The applicability of findings should be validated across additional contexts. Additional models should also be used. http://www.informingscience.org/Publications/4303 Bring your own device (BYOD) IT management benefits risks Technology-Organization-Environment framework case study financial services South Africa eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2019-04-25 16 197 210 4297 article Jyothi Thalluri jyothi.thalluri@unisa.edu.au Joy Penman joy.penman@monash.edu Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study.   Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students.   The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning.   Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants.   Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research. http://www.informingscience.org/Publications/4297 transition to university first year psychosocial anxious eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2019-04-28 16 211 219 4318 article Aaron Spence aaron.spence@deakin.edu.au Justin Rough justin.rough@deakin.edu.au Nick Patterson nick.patterson@deakin.edu.au Sophie McKenzie Sophie.mckenzie@Deakin.edu.au Aim/Purpose: This paper presents an exploratory case study into using 360° videos to present small segments of lecture content for IT students in an Australian University. The aim of this study was to understand; what is the impact of incorporating 360° videos into class content for students and teaching staff? In this study the 360° videos are described as “learning atoms”. Learning atoms are short duration videos (1 to 5 minutes) captured in 360°. Background: Within this paper we conducted experiments in the classroom using 360° videos to determine if they have an impact on student's feeling of presence with class content. Additionally, to follow up, how does the inclusion of 360° impact on the teaching experience. Methodology: The methodology used in this study focused on both quantitative and qualita-tive aspects. Data was captured at the same time during the teaching period to address the research questions. In order to gauge the feeling of presence within the classroom a short survey was administered to students in the undergraduate IT class at the start (pre) and end (post) of the semester using the same questions to measure any change. Contribution: The main contributions from this study were that we demonstrated there is a potential for providing an alternative ‘immersive’ content presentation for students. This alternative content took the form of 360° learning atoms, whereas further showed our nuance process for creating and publishing of these atoms. Findings: The results show that for students, learning atoms can help improve the sense of presence, particularly for remote students, however the interactive experience can take student’s attention away from the lecturer. The results present potential for providing an alternative ‘immersive’ content presentation for students, however problems for uptake are present for both students and teachers, such as image capture quality and file size Impact on Society: We foresee this approach as being a new approach to teaching students in higher education within online spaces to increase engagement and move towards having a richer virtual experience no matter the location. Future Research: Future research will be conducted to resolve whether presence and engagement is supported by the inclusion of 360° videos in the classroom. http://www.informingscience.org/Publications/4318 virtual reality students improving classroom teaching eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2019-05-01 16 221 234 4306 article Talia Yeshua tyeshua@gmail.com Ya'akov Mandelbaum yaaqovm@gmail.com Chen Nadler nadler@hadassah.org.il Ragda Abdalla-Aslan ragdaa@gmail.com Ori Gleisner gleisner@g.jct.ac.il Isaac Leichter leichter@jct.ac.il Levana Zemour levanazemour@hotmail.fr Laureen Cohen laureenhoba@hotmail.fr Daniel Kabla eldanik1996@gmail.com Aim/Purpose: The aim of this study was to develop a prototype of an information-generating computer tool designed to automatically map the dental restorations in a panoramic radiograph. Background: A panoramic radiograph is an external dental radiograph of the oro-maxillofacial region, obtained with minimal discomfort and significantly lower radiation dose compared to full mouth intra-oral radiographs or cone-beam computed tomography (CBCT) imaging. Currently, however, a radiologic informative report is not regularly designed for a panoramic radiograph, and the referring doctor needs to interpret the panoramic radiograph manually, according to his own judgment. Methodology: An algorithm, based on techniques of computer vision and machine learning, was developed to automatically detect and classify dental restorations in a panoramic radiograph, such as fillings, crowns, root canal treatments and implants. An experienced dentist evaluated 63 panoramic anonymized images and marked on them, manually, 316 various restorations. The images were automatically cropped to obtain a region of interest (ROI) containing only the upper and lower alveolar ridges. The algorithm automatically segmented the restorations using a local adaptive threshold. In order to improve detection of the dental restorations, morphological operations such as opening, closing and hole-filling were employed. Since each restoration is characterized by a unique shape and unique gray level distribution, 20 numerical features describing the contour and the texture were extracted in order to classify the restorations. Twenty-two different machine learning models were evaluated, using a cross-validation approach, to automatically classify the dental restorations into 9 categories. Contribution: The computer tool will provide automatic detection and classification of dental restorations, as an initial step toward automatic detection of oral pathologies in a panoramic radiograph. The use of this algorithm will aid in generating a radiologic report which includes all the information required to improve patient management and treatment outcome. Findings: The automatic cropping of the ROI in the panoramic radiographs, in order to include only the alveolar ridges, was successful in 97% of the cases. The developed algorithm for detection and classification of the dental restorations correctly detected 95% of the restorations. ‘Weighted k-NN’ was the machine-learning model that yielded the best classification rate of the dental restorations - 92%. Impact on Society: Information that will be extracted automatically from the panoramic image will provide a reliable, reproducible radiographic report, currently unavailable, which will assist the clinician as well as improve patients’ reliance on the diagnosis. Future Research: The algorithm for automatic detection and classification of dental restorations in panoramic imaging must be trained on a larger dataset to improve the results. This algorithm will then be used as a preliminary stage for automatically detecting incidental oral pathologies exhibited in the panoramic images. http://www.informingscience.org/Publications/4306 medical information panoramic images dental restorations radiologic informative report machine learning computer vision image processing eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2019-05-01 16 235 254 4316 article Suzanne l Sackstein suzanne.sackstein@wits.ac.za Bryan Turner turner62@gmail.com Linda Spark linda.spark@wits.ac.za Aim/Purpose: Teachers are being asked to integrate mobile technologies into their content creation and distribution tasks. This research aims to provide an understanding of teachers taking on this process and whether the use of technology has influenced their content creation and distribution in the classroom. Background: Many claim that the use of technology for content creation and distribution can only enhance and improve the educational experience. However, for teachers it is not simply the integration of technology that is of prime concern. As teachers are ultimately responsible for the success of technology integration, it is essential to understand teachers’ viewpoints and lived technology experiences. Methodology: The Task-Technology Fit (TTF) model was used to guide interpretive case study research. Six teachers were purposively sampled and interviewed from a private school where a digital strategy is already in place. Data was then analysed using directed content analysis in relation to TTF. Contribution: This paper provides an understanding of teachers’ mobile technology choices in relation to content creation and distribution tasks. Findings: Findings indicate that teachers fit technology into their tasks if they perceive the technology has a high level of benefit to the teaching task. In addition, the age of learners and the subject being taught are major influencers. Recommendations for Practitioners: Provides a more nuanced and in-depth understanding of teachers’ technology choices, which is necessary for the technology augmented educational experience of the future. Recommendations for Researchers: Provides an unbiased and theoretically guided view of mobile technology use with content creation and distribution tasks. Impact on Society: Teachers do not appear to use technology as a de facto standard, but specifically select technology which will save them time, reduce costs, and improve the educational experiences of their learners. Future Research: A mixed-method approach, including several diverse schools as well as learners would enrich the findings. Furthermore, consideration of hardware limitations and lack of software features are needed. http://www.informingscience.org/Publications/4316 task-technology fit education technology content creation content distribution technology choices teachers eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2019-05-03 16 255 275 4291 article Elizabeth W Wamicha elwamicha@gmail.com Lisa F Seymour Lisa.Seymour@mweb.co.za Aim/Purpose: This study aims to answer the research question titled What are the competencies required for the Business Process Analyst (BPA) role in organizations with ERP systems in Kenya. Through 4 hypotheses, this study focuses on two specific aspects: (1) Enhancing BPM Maturity and (2) ERP implementation. Background: The emergence of complex systems and complex processes in organizations in Kenya has given rise to the need to understand the BPM domain as well as a need to analyze the new roles within organizational environments that drive BPM initiatives. The most notable role in this domain is the BPA. Furthermore, many organizations in Kenya and across Africa are making significant investments in ERP systems. Organizations, therefore, need to understand the BPA role for ERP systems implementation projects. Methodology: This study uses a sequential mixed methods approach analyzing quantitative survey data followed by the analysis of qualitative interview data. Contribution: The main contribution of this study is a description of competencies that are critical for the BPA in Kenya both in terms of enhancing BPM maturity and for driving ERP systems implementations. In addition, this study sheds light on critical BPA competencies that are perceived to be undervalued in the Kenyan context. Findings: Findings show that business process orchestration competencies are important for driving BPM maturity and for ERP systems implementations. This study found that business process elicitation, business analysis, business process improvement and a holistic overview of business thinking are often overlooked as critical competencies for BPAs but are nevertheless critical for building the BPA practitioner. Recommendations for Practitioners: From this study, practitioners such as top managers and BPAs can be enlightened on the specific competencies that require focus when carrying out BPM and when implementing ERP systems projects. Future Research: The next step is to investigate the interventions that organizations implement to build their BPA competencies. The main aim of this would be to describe those interventions that impact the requisite BPA competencies especially those competencies that were seen to be undervalued within the Kenyan context. http://www.informingscience.org/Publications/4291 enterprise systems BPA competencies business process analyst context eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2019-05-10 16 277 305 4332 article Ruti Gafni rutigafn@mta.ac.il Anat Goldstein anatgo@mta.ac.il Aim/Purpose: This paper explores the benefits and challenges of experiencing virtual multi-cultural teamwork in order to learn entrepreneurship. Background: Entrepreneurial eco-system usually requires working in international, virtual multi-cultural diverse teams. Higher education institutes are trying to educate future generation of entrepreneurs, coping with challenges derived from the virtual work and cultural diversity. Prior research shows that traditional learning is not effective for entrepreneurial education. Methodology: An explorative study was conducted based on the BIPA project, a Bavarian (German)-Israeli Partnership Accelerator, which was held four times between 2015 and 2017. The project aims to experience entrepreneurial virtual multicul-tural teamwork via co-creation of tailored-solutions for challenges of German or Israeli corporates. Retrospective interviews with participants were held after finishing their mission, and analyzed. Contribution: This research contributes to the body of knowledge about multicultural diverse participants in virtual entrepreneurial environments, in order to work together. This situation raises new challenges, due to the combination of multicultural teamwork and the use of virtual communication. Findings: The multicultural teamwork was a trigger to participate, specifically in the con-text of entrepreneurship studies with those two cultures, German and Israeli, which were found by participants as complementary, stimulating and fruitful, although challenging. Through experience, participants improved their entrepreneurial skills and mindset. The major teamwork challenges that were found included conflicts concerning free-riding, as well as communication challenges, due to virtual, language and cultural communication competencies. Recommendations for Practitioners: At a practical level, results can be useful for global companies, showing the benefits of virtual teamwork of employees in different locations, both in terms of reducing expenses and improving innovation. Moreover, managers can motivate employees by highlighting personal benefits, such as cultural awareness and improving their entrepreneurial skills and mindset. In addition, faculty may use this kind of experience to enhance entrepreneurial learning skills and mindset. Recommendations for Researchers : At the theoretical level, this research advances the body of knowledge of entrepreneurial multicultural teamwork in a virtual environment. In this research, the teams worked for a short time together (14 weeks) and had a week of face-to-face interaction with their team members. It is recommended to examine long-term teamwork, and how it affects teamwork challenges, as well as entrepreneurial learning. This research found the combination of German-Israeli cultures as stimulating entrepreneurial teamwork. It is recommended to examine other cultural combinations in teams, in order to be able to generalize findings. Impact on Society: Understanding the needs, benefits, and challenges of entrepreneurial multicul-tural teams working in a virtual environment can be useful to current global entrepreneurial eco-system, which is commonly using this kind of teamwork. Future Research: ‎This study included teams from two cultures: German and Israeli. Research must be expanded to different cultures and to groups compounded from more than two cultures. Moreover, the combination of virtual communication and face-to-face meetings in different milestones during the timeline of the teamwork must be further examined, especially in longer projects. http://www.informingscience.org/Publications/4332 entrepreneurship entrepreneurial learning multicultural virtual global team-work eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2019-05-18 16 307 317 4313 article Raafat George Saadé raafat.saade@concordia.ca Danielle Morin Danielle.Morin@concordia.ca Hamed Safaee Fard hmd.safaee@gmail.com Aim/Purpose: To understand readiness of students for learning in online environments across different age groups. Background: Online learners today are diverse in age due to increasing adult/mature students who continue their higher education while they are working. Understanding the influence of the learners’ age on their online learning experience is limited. Methodology: A survey methodology approach was followed. A sample of one thousand nine hundred and twenty surveys were used. Correlation analysis was performed. Contribution: The study contributes by adding to the limited body of knowledge in this area and adds to the dimensions of the Online Learning Readiness Survey additional dimensions such as usefulness, tendency, anxiety, and attitudes. Findings: Older students have more confidence than younger ones in computer proficiency and learning skills. They are more motivated, show better attitudes and are less anxious. Recommendations for Practitioners: Practitioners should consider preferences that allow students to configure the learning approach to their age. These preferences should be tied to the dimensions of the online learning readiness survey (OLRS). Recommendations for Researchers: More empirical research is required using OLRS for online learning environments. OLRS factors are strong and can predict student readiness and performance. These are opportunities for artificial intelligence in the support of technology-mediated tools for learning. http://www.informingscience.org/Publications/4313 online learning readiness age motivation self-efficacy anxiety eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2019-06-07 16 319 342 4304 article Mathews Nkhoma mathews.nkhoma@rmit.edu.vn Clara A. Nkhoma clara.nkhoma@rmit.edu.vn Susan Thomas suthomasmathew@gmail.com Long Tu Tu kilongtu@gmail.com Nha Quoc Le nha.lequoc@rmit.edu.vn Aim/Purpose: Blended learning can transform students experience and learning in higher education. Although the literature extensively explores benefits of blended learning, limited research exists to provide a detailed design principle for implementing instructional activities in blended courses and its usage as tool to influence learning outcomes for second language first year accounting learners. Background: The objective of this study is to find out how the learning experience of students was impacted and by designing and implementing blended learning and connectivity between online and face-to-face learning. This paper reviews the challenges and benefits of blended learning and highlights teachers’ and students’ perceptions on the impact of the connectivity of online and face-to-face activities on students’ learning. Methodology: Data was collected from students enrolled in the course using an open-ended questionnaire. There were 220 respondents, representing a response rate of 65%. Data was extracted from the online learning data and grade center. Teachers’ experiences and observations were also noted. The survey results were analyzed using content analysis. Contribution: Research focusing on blended learning design and implementation is limited, and there is no one size fits all when it comes to blended learning. Consequently, this paper contributes to the discussion by highlighting how second language, first-year accounting students benefit from blended learning and the connectivity between online and face-to-face activities. Increased flexibility for learners appears to be one of the most cited rationale for the combination of traditional with online instructional methods, however, this study evaluates blended learning as a tool for transforming the learning experience of second language, first year accounting students. Findings: Findings show that students benefit from blended learning, and connectivity between online and in-class activities allows students to exploit the advantages of both online and face-to-face learning. Students can see the relevance of what they are doing online and how that contributes to their in-class activities and, hence, are motivated to complete the activities. Recommendations for Practitioners: Educators should use a well-designed blended learning pathway to empower students to be in charge of their learning. Placing materials online creates more and better opportunities for engaging students in class. Institutional support is important when implementing blended learning. Recommendations for Researchers: There is a need for more studies on blended learning design and implementation. Future researchers may carry out more studies on how blended learning design affects student engagement and learning for second language learners in other courses. Impact on Society: A blended learning pathway would greatly benefit second language learners to learn better and empower them to be more independent as a self-directed learner who is able to utilize their time wisely. Community of practice is an excellent platform to encourage teaching teams to work together and create innovative teaching and assessment materials. Future Research: Future studies may carry out the study using other methods for example quantitative surveys and interviews to get a deeper understanding of both students and teachers’ perceptions and experiences. http://www.informingscience.org/Publications/4304 learning management system learning pathway community of practice independent learning content analysis second language learners eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2019-06-09 16 343 359 4372 article Chaya Liebeskind liebchaya@gmail.com Aim/Purpose: Any system that aims to address the task of modeling social media communication need to deal with the usage of emojis. Efficient prediction of the most likely emoji given the text of a message may help to improve different NLP tasks. Background: We explore two tasks: emoji identification and emoji prediction. While emoji prediction is a classification task of predicting the emojis that appear in a given text message, emoji identification is the complementary preceding task of determining if a given text message includes emojies. Methodology: We adopt a supervised Machine Learning (ML) approach. We compare two text representation approaches, i.e., n-grams and character n-grams and analyze the contribution of additional metadata features to the classification. Contribution: The task of emoji identification is novel. We extend the definition of the emoji prediction task by allowing to use not only the textual content but also meta-data analysis. Findings: Metadata improve the classification accuracy in the task of emoji identification. In the task of emoji prediction it is better to apply feature selection. Recommendations for Practitioners: In many of the cases the classifier decision seems fitter to the comment content than the emoji that was chosen by the commentator. The classifier may be useful for emoji suggestion. Recommendation for Researchers: Explore character-based representations rather than word-based representations in the case of morphologically rich languages. Impact on Society: Improve the modeling of social media communication. Future Research: We plan to address the multi-label setting of the emoji prediction task and to investigate the deep learning approach for both of our classification tasks http://www.informingscience.org/Publications/4372 emoji prediction machine learning social media supervised learning eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2019-06-09 16 361 376 4373 article Sydney Freeman Jr. hefseditor@gmail.com Karen Krier karen.luk922@gmail.com Russell Thacker thac2014@vandals.uidaho.edu Ahmed A Al-Asfour ahmedalasfour@hotmail.com Aim/Purpose: The aim and purpose of this study is to understand why there is a dearth of faculty of color ascending to senior levels of leadership in higher education institutions, and to identify strategies to increase the representation of faculty of color in university senior administrative positions. Background: There is a lack of faculty of color in senior level academic administrative position in the United States. Although there is clear evidence that faculty of color have not been promoted to senior level positions at the same rate as their White colleagues, besides racism there has been little evidence regarding the cause of such disparities. This is becoming an issue of increased importance as the student bodies of most U.S. higher educational institutions are becoming increasingly more inclusive of people of various racial and ethnic backgrounds. Methodology: Qualitative interviews were used Contribution: This study adds to the research and information made previously available regarding the status of non-White higher educational members in the U.S. by contributing insights from faculty of color who have encountered and are currently encountering forms of discrimination within various institutions. These additions include personal experiences and suggestions regarding the barriers to diversification and implications of the lack of diversity at higher educational institutions. Given the few diverse administrative or executive leaders in service today in higher education, these personal insights provide seldom-heard perspectives for both scholars and practitioners in the field of higher education. Findings: Limited diversity among faculty at higher educational institutions correlates with persistent underrepresentation and difficulty in finding candidates for leadership positions who are diverse, highly experienced, and highly ranked. This lack of diversity among leaders has negative implications like reduced access to mentorship, scholarship, and other promotional and networking opportunities for other faculty of color. While it is true that representation of faculty of color at certain U.S. colleges and programs has shown slight improvements in the last decade, nationwide statistics still demonstrate the persistence of this issue. Participants perceived that the White boys club found to some extent in nearly all higher educational institutions, consistently offers greater recognition, attention, and support for those who most resemble the norm and creates an adverse environment for minorities. However, in these findings and interviews, certain solutions for breaking through such barriers are revealed, suggesting progress is possible and gaining momentum at institutions nationwide. Recommendations for Practitioners: To recruit and sustain diverse members of the academic community, institutions should prioritize policies and procedures which allocate a fair share of responsibilities between faculty members and ensure equity in all forms of compensation. In addition, institutional leaders should foster a climate of mutual respect and understanding between members of the educational community to increase confidence of people of color and allow for fresh perspectives and creativity to flourish. Where policies for diversification exist but are not being applied, leaders have the responsibility to enforce and set the example for other members of the organization. Assimilation of diverse members occurs when leaders create an inclusive environment for various cultures and advocate for social and promotional opportunities for all members of the organization. Recommendations for Researchers: Significant research remains on understanding barriers to the preparation of faculty of color for leadership in higher education. While this research has provided first-hand qualitative perspectives from faculties of color, additional quantitative study is necessary to understand what significant differences in underrepresentation exist by race and ethnicity. Further research is also needed on the compound effects of race and gender due to the historic underrepresentation of women in leadership positions. At the institutional and departmental level, the study validates the need to look at both the implicit and explicit enforcement of policies regarding diversity in the workplace. Future Research: Higher education researchers may extend the findings of this study to explore how faculty of color have ascended to specific leadership roles within the academy such as department chair, academic dean, provost, and president. http://www.informingscience.org/Publications/4373 leadership development higher education administration faculty of color glass ceiling critical race theory eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2019-06-16 16 377 391 4375 article Nicole A. Buzzetto-Hollywood nabuzzetto-more@umes.edu Bryant C. Mitchell bcmitchell@umes.edu Aim/Purpose: The purpose of this study was to examine whether grit was a contributing factor to student persistence and success at minority serving institutions. Background: A number of studies conducted in the past fifteen years have concluded that grit is a positive predictor of achievement across many domains. But, is grit really the ultimate panacea for student success? This longitudinal study sought to answer that question by specifically focusing on business students attending a mid-Atlantic minority-serving institution that primarily serves low-income and first generation learners. Methodology: The research study under consideration used quantitative methods for data collection and analysis. It was initiated in the Fall of 2014 with the administration of the standard 12-item Grit assessment to all freshmen students enrolled in a university business department. Students were then followed longitudinally over a five year period with GPA and persistence to graduation documented. During the analyses, grit score was compared to participant first year GPA’s as well as retention and persistence to graduation via comparison tables and ANOVAs. Contribution: A lack of substantive studies conducted at HBCUs and other minority serving institutions poses a major gap in the existing literature available on grit. A number of authors have put forth a call to action for faculty at minority serving institutions to conduct meaningful studies focused on grit and student persistence in order to better inform the HBCU community. This study is specifically purposed to help fill some of the gaps in the available literature. The results of the research presented in this paper hopefully shed light on the need to explore non-cognitive factors that may affect student performance. In particular, research should explore factors that may, or may not, contribute to the success of under prepared college students in particular those who are from low income, first generation, and minority groups. This form of exploration is part of a commitment to positive student outcomes. Findings: According to the findings, there is a significant positive correlation between higher grit scores and both GPA and persistence to graduation. First year GPA, however, was not found to be a reliable predictor of academic success. Recommendations for Practitioners: As part of a commitment to positive student outcomes, faculty and administrators in higher education must be constantly exploring factors that may, or may not, impact student success. Recommendation for Researchers: The results of this research help to shed light on the need to explore elements that may help to contribute to the success of under prepared college students in particular those who are from low income, first generation, and minority groups Future Research: The authors conclude that while building the grittiness of freshmen students may lead to positive student outcomes, grit alone might not be enough. In fact, they postulate that grittiness without clarity of purpose, positive self-efficacy, and growth mindset may mean that students who may be gritty may not be exerting their energies appropriately. During the next phase, a model that is currently under development will be used as part of a mindset intervention to edify students about grit, growth mindset, locus of control/self-efficacy, and clarity of purpose. A complimentary research study examining student performance and perceptions will also be conducted. http://www.informingscience.org/Publications/4375 grit persistence to graduation student retention graduation rates business education student success first generation college students HBCU minority learners UMES University of Maryland Eastern Shore persistence and perseverance grit in education eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2018-05-18 15 . i v 4055 article Eli Cohen InformingScience@Comcast.net Table of Contents for IISIT Volume 15, 2018 http://www.informingscience.org/Publications/4055 IISIT Informing Science information technology InSITE eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2018-05-18 15 001 014 4007 article Sritharan Thambithurai rts@ucsc.cmb.ac.lk Aim/Purpose: The purpose of this study is to identify how Advanced level Mathematics and Mathematics course units offered at university level do impact on the academic performance of theoretical Computer Science course units. Background: In Sri Lankan state universities, students have been enrolled only from the Physical Science stream to do a degree program in Computer Science. In addition to that, universities have been offering some course units in Mathematics to provide the required mathematical maturity to Computer Science undergraduates. Despite of this it is observed that the failure rates in fundamental theoretical Computer Science course units are much higher than other course units offered in the general degree program every year. Methodology : Academic records comprised of all 459 undergraduates from three consecutive batches admitted to the degree program in Computer Science from a university were considered for this study. Contribution: This study helps academics in identifying suitable curricula for Mathematics course units to improve students’ performance in theoretical Computer Science courses. Findings: Advanced level Mathematics does not have any significant effect on the academic performance of theoretical Computer Science course units. Even though all Mathematics course units offered were significantly correlated with academic performance of every theoretical Computer Science course unit, only the Discrete Mathematics course unit highly impacted on the academic performance of all three theoretical Computer Science course units. Further this study indicates that the academic performance of female undergraduates is better than males in all theoretical Computer Science and Mathematics course units. Future Research: Identifying other critical success factors contributing to the students’ academic performance of the theoretical Computer Science through empirical studies http://www.informingscience.org/Publications/4007 theoretical computer science courses academic performance discrete mathematics eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2018-05-18 15 015 033 4026 article Jyothi Thalluri jyothi.thalluri@unisa.edu.au Joy Penman joy.penman@monash.edu Aim/Purpose: The objective of this study was to concept test a new instructional aid called Virtual Pathology Learning Resource (VPLR), which was used as a vehicle to communicate information and enhance teaching and learning of basic sciences (Anatomy, Physiology, and Pathology) to allied health science students at a South Australian university. Background: Pathology was traditionally taught using potted specimens to review disease manifestations independently. However, this approach was found inadequate and ineffective. VPLR is a new teaching platform comprising of digitised human normal and human pathology specimens (histology, histopathology), patient case studies, short answer and critical thinking questions, and self-assessment quizzes. Using authentic learning theory as an educational pedagogy, this learning resource was developed to enhance the teaching and learning of Pathology. Methodology: Cross-sectional study design was used. A survey, given at the end of the course, gathered qualitative and quantitative data concerning the perceptions and experiences of the students about VPLR and its components. The online tool SurveyMonkey was utilised so that students could respond anonymously to a web link that displayed the questionnaire. The perceived impact on students was assessed using an 18-item questionnaire seeking agreement or disagreement with statements about VPLR, multiple choice and open-ended questions querying the best things about VPLR, benefits to be derived, and areas for improvement. Descriptive and frequency analyses were performed. Contribution: The VPLR approach involved rich learning situations, contextualised content, and facilitated greater understanding of disease concepts and problems. Findings: In a sample of 103 Medical Radiation students, 42% of students (N=43) responded to the post-intervention survey. The majority of students reported highly positive effects for each component of the VPLR. The overall results indicated that this tool was a promising strategy in teaching Pathology as it assisted students’ gaining knowledge of the science, facilitated connections between sciences, and allowed students to make better links with professional practice and skills. Recommendations for Practitioners: As students found VPLR to be beneficial, it is recommended that the same approach is applied for the teaching of Pathology to other health science students, such as Nursing. Other universities might consider adopting the innovation for their courses. Recommendation for Researchers: Applying VPLR to teaching other allied health science students will be undertaken next. The innovation will be appropriate for other health science students with particular emphasis on case-based or problem-based learning and combined with clinical experiences. Impact on Society: In reshaping the way of teaching a science course, students are benefited with greater depth of understanding of content and increase motivation to study. These are important to keep students engaged and ready for practice. VPLR may impact on education and technology trends so that exploration and possibilities of initiatives are ongoing to help students become successful learners. Other impacts are the new forms of learning discovered, the renewed focus on group work and collaboration, and maximising the use of technology in innovation. Future Research: Future directions of this research would be to conduct a follow-up of this cohort of students to determine whether the impacts of the innovation were durable, meaning the change in perceptions and behaviour is sustained over time. http://www.informingscience.org/Publications/4026 virtual learning pathology higher education allied health science students tissue specimens case scenarios medical radiation eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2018-05-18 15 035 042 4033 article Robert Thomas Mason rmason@regis.edu Aim/Purpose: This paper investigates the changing paradigms for technical skills that are needed by Data Engineers in 2018. Background: A decade ago, data engineers needed technical skills for Relational Database Management Systems (RDBMS), such as Oracle and Microsoft SQL Server. With the advent of Hadoop and NoSQL Databases in recent years, Data Engineers require new skills to support the large distributed datastores (Big Data) that currently exist. Job demand for Data Scientists and Data Engineers has increased over the last five years. Methodology: This research methodology leveraged the Pig programming language that used MapReduce software located on the Amazon Web Services (AWS) Cloud. Data was collected from 100 Indeed.com job advertisements during July of 2017 and then was uploaded to the AWS Cloud. Using MapReduce, phrases/words were counted and then sorted. The sorted phrase / word counts were then leveraged to create the list of the 20 top skills needed by a Data Engineer based on the job advertisements. This list was compared to the 20 top skills for a Data Engineer presented by Stitch that surveyed 6,500 Data Engineers in 2016. Contribution: This paper presents a list of the 20 top technical skills required by a Data Engineer. http://www.informingscience.org/Publications/4033 data engineer data scientist data science eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2018-05-18 15 043 056 4024 article Joseph K Mbugua joseph.mbugua@cgu.edu WATANYOO Suksa-ngiam watanyoo.suksa-ngiam@cgu.edu Aim/Purpose: Although cassava is one of the crops that can be grown during the dry season in Northeastern Thailand, most farmers in the region do not know whether the crop can grow in their specific areas because the available agriculture planning guideline provides only a generic list of dry-season crops that can be grown in the whole region. The purpose of this research is to develop a predictive model that can be used to predict suitable areas for growing cassava in Northeastern Thailand during the dry season. Background: This paper develops a decision support system that can be used by farmers to assist them determine if cassava can be successfully grown in their specific areas. Methodology: This study uses satellite imagery and data on land characteristics to develop a machine learning model for predicting suitable areas for growing cassava in Thailand’s Nakhon-Phanom province. Contribution: This research contributes to the body of knowledge by developing a novel model for predicting suitable areas for growing cassava. Findings: This study identified elevation and Ferric Acrisols (Af) soil as the two most important features for predicting the best-suited areas for growing cassava in Nakhon-Phanom province, Thailand. The two-class boosted decision tree algorithm performs best when compared with other algorithms. The model achieved an accuracy of .886, and .746 F1-score. Recommendations for Practitioners: Farmers and agricultural extension agents will use the decision support system developed in this study to identify specific areas that are suitable for growing cassava in Nakhon-Phanom province, Thailand Recommendation for Researchers: To improve the predictive accuracy of the model developed in this study, more land and crop characteristics data should be incorporated during model development. The ground truth data for areas growing cassava should also be collected for a longer period to provide a more accurate sample of the areas that are suitable for cassava growing. Impact on Society: The use of machine learning for the development of new farming systems will enable farmers to produce more food throughout the year to feed the world’s growing population. Future Research: Further studies should be carried out to map other suitable areas for growing dry-season crops and to develop decision support systems for those crops. http://www.informingscience.org/Publications/4024 geospatial remote sensing machine learning suitability cassava prediction eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2018-05-18 15 057 067 4008 article Boniface K Alese bkalese@futa.edu.ng Olufunso Dayo Alowolodu odalowolodu@futa.edu.ng Olufunke Catherine Olayemi ocolayemi@jabu.edu.ng Gabriel K Adelaja gabrielkayode33@gmail.com Aim/Purpose: Medical images are very sensitive data that can be transferred to medical laboratories, professionals, and specialist for referral cases or consultation. Strict security measures must be utilized to keep these data secured in computer networks when transferred to another party. On a daily basis, unauthorized users derive ways to gain access to sensitive patient medical information. Background: One of the best ways to which medical image could be kept secured is through the use of quantum cryptography Methodology : Applying the principles of quantum mechanics to cryptography has led to a remarkable new dimension in secured network communication infrastructure. This enables two legitimate users to produce a shared secret random bit string, which can be used as a key in cryptographic applications, such as message encryption and authentication. Contribution: This paper can make it possible for the healthcare and medical professions to construct cryptographic communication systems to keep patients’ transferred data safe and secured. Findings: This work has been able to provide a way for two authorized users who are in different locations to securely establish a secret network key and to detect if eavesdropping (a fraudulent or disruption in the network) has occurred Recommendations for Practitioners: This security mechanism is recommended for healthcare providers and practitioners to ensure the privacy of patients’ medical information. Recommendation for Researchers: This paper opens a new chapter in secured medical records Impact on Society Quantum key distribution promises network security based on the fundamental laws of quantum mechanics by solving the problems of secret-key cryptography . Future Research: The use of post-quantum cryptography can be further researched. http://www.informingscience.org/Publications/4008 medical image quantum cryptography security quantum key distribution eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2018-05-18 15 069 077 4027 article Selvarajah Mohanarajah smrajah@gmail.com Aim/Purpose: The objective of this research is to investigate the effectiveness of educational games on learning computer programming. In particular, we are examining whether allowing students to manipulate the underlying code of the educational games will increase their intrinsic motivation. Background: Young students are fond of playing digital games. Moreover, they are also interested in creating game applications. We try to make use of both of these facts. Methodology: A prototype was created to teach the fundamentals of conditional structures. A number of errors were intentionally included in the game at different stages. Whenever an error is encountered, students have to stop the game and fix the bug before proceeding. A pilot study was conducted to evaluate this approach. Contribution: This research investigates a novel approach to teach programming using educational games. This study is at the initial stage. Findings: Allowing the programming students to manipulate the underlying code of the educational game they play will increase their intrinsic motivation. Recommendations for Practitioners: Creating educational games to teach programming, and systematically allowing the players to manipulate the gaming logic, will be beneficial to the students. Recommendation for Researchers: This research can be extended to investigate how various artificial intelligence techniques can be used to model the gamers, for example, skill level. Impact on Society: The future generations of students should be able to use digital technologies proficiently. In addition, they should also be able to understand and modify the underlying code in the digital things (like Internet of Things).This research attempts to alleviate the disenchantment associated with learning coding. Future Research: A full scale evaluation – including objective evaluation using game scores – will be conducted. One-way MANOVA will be used to analyze the efficacy of the proposed intervention on the students’ performance, and their intrinsic motivation and flow experience. http://www.informingscience.org/Publications/4027 educational games games based learning learning programming eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2018-05-18 15 079 095 4019 article Maor Weinberger maor89@gmail.com Dan Bouhnik Dan.Bouhnik@biu.ac.il Aim/Purpose: This exploratory study investigates the influential factors of users’ decisions in the dilemma of whether to agree to online personalization or to protect their online privacy. Background: Various factors related to online privacy and anonymity were considered, such as user’s privacy concern on the Web in general and particularly on social networks, user online privacy literacy, and field of study. Methodology: To this end, 155 students from different fields of study in the Israeli academia were administered closed-ended questionnaires. Findings: The multivariate linear regression analysis showed that as the participants’ privacy concern increases, they tend to prefer privacy protection over online personalization. In addition, there were significant differences between men and women, as men tended to favor privacy protection more than women did. Impact on Society: This research has social implications for the academia and general public as they show it is possible to influence the personalization-privacy tradeoff and encourage users to prefer privacy protection by raising their concern for the preservation of their online privacy. Furthermore, the users’ preference to protect their privacy even at the expense of their online malleability may lead to the reduction of online privacy-paradox behavior. Future Research: Since our results were based on students' self-perceptions, which might be biased, future work should apply qualitative analysis to explore additional types and influencing factors of online privacy behavior. http://www.informingscience.org/Publications/4019 online privacy behavior online personalization privacy paradox privacy concern online privacy literacy online privacy self-efficacy eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2018-05-18 15 097 107 4013 article Andrew S Targowski andrew.targowski@wmich.edu Henryk Krawczyk hkrawk@pg.edu.pl Aim/Purpose: To monitor Sustainability Development Goals (SDG) established by the United Nations through the hierarchical architecture of informing systems Background: The paper discusses the case of Poland and its Gdansk region Contribution: The solution combines the big-picture of civilization with small-picture of a nation, regions, cities, and firms Findings: The presented solution can be implemented if the political will can be secured. Recommendations for Practitioners: Take the main idea of this paper and adapt to your local case. Recommendation for Researchers: Develop some prototypes of presented informing systems and test in your local environment Impact on Society: The success of the sustainability of globalizing society can be secured if the coherent informing systems can be applied to the planning, monitoring, and implementation of the UN's universal SDG. Future Research: Work on the modeling of costs and benefits of the presented solution. http://www.informingscience.org/Publications/4013 sustainability globalizing society sustainability development goals informing systems population bomb ecological bomb strategic resources depletion bomb eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2018-05-18 15 109 124 3995 article Yahel Giat yahel@jct.ac.il Michael Dreyfuss dreyfuss@jct.ac.il Aim/Purpose: This paper describes and information system for the maintenance and management of municipal lighting systems that also serves as a decision support tool for reducing power consumption on urban lighting. Background: Many municipalities are financially constrained and unable to invest in improving their lighting infrastructure. We propose a very efficient and inexpensive way to set up the database and provide city leaders with tools to improve their system efficiently. Methodology: An information database for the data management and an Integer Programming model for deriving the optimal investment plan. Contribution: This paper contributes to the fields of urban economics and sustainability. Findings: Informing management and workers about the status of the system and how to optimize it will reward the city with considerable savings and improve the service quality. Recommendations for Practitioners: The application of this model, even in a small scale such as a neighborhood can improve citizen’s quality of life without a heavy burden on the city budget. Recommendation for Researchers: There is a growing need for cost-effective means to improve urban management. Innovative ideas that meet these goals should be researched and developed. Impact on Society: First, it allows reduction in carbon emissions and light pollution by reducing power consumption and over-luminous lighting levels. Second, financially constrained municipalities can manage their systems at a very low cost. Future Research: A full scale application is needed in order to evaluate the city-wide benefits of the system. http://www.informingscience.org/Publications/3995 energy efficiency municipal budget integer programming optimization eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2018-05-18 15 125 144 4017 article Ulrich Schmitt schmitt@knowcations.org Aim/Purpose: The proposed Personal Knowledge Management (PKM) for Empowerment (PKM4E) Framework expands on the notions of the Ignorance Map and Matrix to support the educational and informing concept of a PKM system-in-progress. Background: The accelerating information abundance is depleting the very attention our cognitive capabilities are able to master, contributing to widening individual and collective opportunity divides. Support is urgently needed to benefit Knowledge Workers irrespective of space (developed/developing countries), time (study or career phase), discipline (natural or social science), or role (student, professional, leader). Methodology: The Design Science Research (DSR) project conceptualizing the PKM System (PKMS) aims to support a scenario of a ‘Decentralizing KM Revolution’ giving more power and autonomy to individuals and self-organized groups. Contribution: The informing-science-related approach synthesizes and visualizes concepts related to ignorance and entropy, learning and innovation, chance discovery and abduction to inform diverse audiences and potential beneficiaries. Findings: see Recommendation for Researchers Recommendations for Practitioners: The PKM4E learning cycles and workflows apply ‘cumulative synthesis’, a concept which convincingly couples the activities of researchers and entrepreneurs and assists users to advance their capability endowments via applied learning. Recommendation for Researchers: In substituting document-centric with meme-based knowledge bases, the PKMS approach merges distinctive voluntarily shared knowledge objects/assets of diverse disciplines into a single unified digital knowledge repository and provides the means for advancing current metrics and reputation systems. Impact on Society: The PKMS features provide the means to tackle the widening opportunity divides by affording knowledge workers with continuous life-long support from trainee, student, novice, or mentee towards professional, expert, mentor, or leader. Future Research: After completing the test phase of the PKMS prototype, its transformation into a viable PKM system and cloud-based server based on a rapid development platform and a noSQL-database is estimated to take 12 months. http://www.informingscience.org/Publications/4017 personal knowledge management knowledge management knowledge society knowledge worker informing science ignorance matrix cumulative synthesis chance discovery abduction memes knowcations eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2018-05-18 15 145 156 4034 article Josueth A Meza josuethmeza@gmail.com Aim/Purpose: The purpose of this article is to establish the different impacts of technological changes in institutions generating irrevocable changes in today’s society. Background: Technological changes have had a positive impact on many aspects of everyday life today, and it is natural that both public and private institutions benefit from this reality. Methodology: The research method used is based on the explanatory approach, through the documentary review of secondary sources and research works. Contribution: The implementation of electronic government in Ecuador is presented as a direct consequence of these technological developments with ways to direct and govern a country, which leads to competitive advantages in a world that is increasingly globalized. Findings: In the institutions the only permanent thing is change, for which the changing and evolving fact that the public and private institutions of today must have is highlighted. Recommendations for Practitioners: Results can inform to users the importance of the “new government” in a practical level. Recommendation for Researchers: The influence of technology on how to govern and if this in some way improves the functioning of the State. Impact on Society: Technological developments, which leads competitive advantages in a world that is increasingly globalized. Future Research: Create discussion and have a starting point to compare the influence of technological government in different parts of the world. http://www.informingscience.org/Publications/4034 technological changes electronic government information and communication technology eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2018-05-18 15 157 190 4036 article Mathews Nkhoma mathews.nkhoma@rmit.edu.vn Clara A. Nkhoma clara.nkhoma@rmit.edu.vn kilongtu@gmail.com Ky Long Tu kilongtu@gmail.com Aim/Purpose: Authentic assessments offer students the opportunity to develop skills that implement the formal learning they receive in the classroom. Although there is a need for accounting graduates to possess a plethora of skills to equip them for success, there is a shortage of literature that focuses on authentic assessment design for accounting courses. This paper aims to address this gap by compiling a toolkit for accounting educators aspiring to design and implement authentic assessments. Background: This paper reviews examples of authentic assessments that are available and have been used by accounting educators and educators in general. It highlights the skills that might be developed with each assessment Methodology: A review of 182 articles on authentic assessment design and examples of authentic assessments like portfolios, reflective journals, presentations, reports, peer and self-assessment was conducted. Contribution: A toolkit with examples of authentic assessment to ease the task of authentic assessment design for those new to authentic assessment and seasoned authentic assessment practitioners alike. Findings: Authentic assessments are a form of learning. They help graduates develop skills and attributes that will make them work-ready and capable of handling a lot of real life practical work situations. Rubrics are an important part of authentic assessment implementation and their use is mandated by business school accrediting bodies like AACSB. Recommendations for Practitioners: Accounting educators may find guidelines in this paper which will help them understand authentic assessments and enlighten them on the challenges they may encounter when implementing the assessments. Recommendation for Researchers: There is a need for future researchers to contribute more to this topic so as to increase the variety and amount of literature available for those wishing to engage with authentic curriculum design in accounting. Future researchers could also focus on the perceptions of authentic assessments of accounting educators, students and employers. Impact on Society: This paper may also be of use to prospective employers wishing to gain a clear understanding of the skills inherent in prospective graduates who may have been exposed to authentic assessments. Accounting students and graduates may find this paper useful as it will help them comprehend the importance of some the assessments with the backing and assurance from the literature. Future Research: Future research may focus on the challenges in implementing authentic assessments. It would also be great to see more research addressing the perceptions of educators towards authentic assessments. http://www.informingscience.org/Publications/4036 reflective journals critical thinking accounting education graduate-attributes problem-based learning work –integrated learning eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2018-05-18 15 191 206 4032 article Samuel Sambasivam ssambasivam@apu.edu Kirby McMaster kmcmaster@weber.edu Brian Rague brague@weber.edu Stuart L Wolthuis stuartlw@byuh.edu Aim/Purpose: The primary objective of this research is to build an enhanced framework for Applied and Computational Math. This framework allows a variety of applied math concepts to be organized into a meaningful whole. Background: The framework can help students grasp new mathematical applications by comparing them to a common reference model. Methodology: In this research, we measure the most frequent words used in a sample of Math and Computer Science books. We combine these words with those obtained in an earlier study, from which we constructed our original Computational Math scale. Contribution: The enhanced framework improves the Computational Math scale by integrating selected concepts from the field of Data Science. Findings: The resulting enhanced framework better explains how abstract mathematical models and algorithms are tied to real world applications and computer implementations. Future Research: We want to empirically test our enhanced Applied and Computational Math framework in a classroom setting. Our goal is to measure how effective the use of this framework is in improving students’ understanding of newly introduced Math concepts. http://www.informingscience.org/Publications/4032 framework applied math computational math data science concordance eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2018-05-18 15 207 247 4046 article Thando Loliwe thando.loliwe@ul.ac.za Aim/Purpose: The objective of this study is to understand how video lectures of the same length and content as the current face-to-face lectures can be designed and implemented to have a positive effect on student performance, particularly when there is a campus shutdown. Background: In a number of South African universities protests by the students are on the increase. Often, they lead to the cancellation of academic activities such as face-to-face classes and examinations. Methodology: A quasi-experimental design was used on two video lectures to (1) compare the performance of the students who did not watch the video lectures and those who watched the video lectures, (2) compare the performance of each student who watched the video lectures on the test topics covered in the videos and the test topics not covered in the videos, and (3) determine the factors that influence the effectiveness of the video lectures. Contribution: This study contributes to the literature by investigating the effectiveness of video lectures in improving student performance, the factors associated to the effectiveness of such lectures, and the complexity or simplicity of the two video lectures used, and by providing possible solutions to the challenges identified in relation to designing video lectures. Findings: In terms of student performance, there is no significant advantage arising from watching the video lectures for the students who watch the video lectures, as compared to those who did not watch the video lectures. It is also found that the student performance on the topics with video lectures is significantly associated to the students’ commitment, prior performance, the quality of the content, and the design of the videos. Recommendations for Practitioners: This study recommends how the accounting video lectures can be designed and highlights the environments in which the video lectures of the same length and content as the face-to-face lectures should not be used. Recommendation for Researchers: Researchers should replicate this study by using short length videos of better quality and appropriate length, which incorporate current issues, games, are interactive, and so forth. Impact on Society: This study examines the use of educational video lectures in order to minimise the impact of disruptions at university level. Future Research: Future studies may use randomly selecting treatment and control groups. They may consider a nationwide research or using qualitative interviews in examining the use of educational video lectures. http://www.informingscience.org/Publications/4046 video lectures organisation and design of videos quality of the videos and content student performance quasi-experimental design eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2018-05-18 15 249 278 3999 article Yehia Mortagy ymortagy@laverne.edu Seta Boghikian-Whitby swhitby@laverne.edu Ibrahim Helou ihelou@laverne.edu Aim/Purpose: Student dropout in higher education institutions is a universal problem. This study identifies the characteristics of dropout. In addition, it develops a mathematical model to predict students who may dropout. Methodology: The paper develops a mathematical model to predict students who may dropout. The sample includes 555 freshmen in a non-profit private university. The study uses both descriptive statistics, such as cross tabulation, and a binary regression model to predict student dropout. Contribution: There are two major contributions for the paper. First, it identifies the dropout rates of each group, a finding that may be used to better allocate resources at higher education institutions. Second, it develops a predictive model that may be used in order to predict the probability of a student dropping out and take preventive actions. Findings: This study compared dropout rates of one and a half year of enrollment among Traditional Undergraduate Students. Two major findings are the following: (1) Some of the resources designed to assist student are misallocated, and (2) Predictive models can be used to calculate the probability of a student dropping out. Recommendations for Practitioners: The study recommends that institutions must create initiatives to assist freshmen students and have annual assessment to measure the success of the initiatives. Recommendation for Researchers: Two, mathematical models may be used to predict dropout rates, the paper includes a model that predicted with 66.6% accuracy students who will dropout. http://www.informingscience.org/Publications/3999 dropouts attrition persistence retention higher education eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2017-04-22 14 i iii 3725 article Eli Cohen elicohen@1is.us Table of Contents for IISIT Volume 14, 2017 http://www.informingscience.org/Publications/3725 IISIT informing Science information technology InSITE eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2017-04-22 14 001 019 3713 article Sydney Freeman Jr. hefseditor@gmail.com Gracie Forthun gforthun@uidaho.edu Aim/Purpose: Executive doctoral programs in higher education are under-researched. Scholars, administers, and students should be aware of all common delivery methods for higher education graduate programs. Background This paper provides a review and analysis of executive doctoral higher education programs in the United States. Methodology: Executive higher education doctoral programs analyzed utilizing a qualitative demographic market-based analysis approach. Contribution: This review of executive higher education doctoral programs provides one of the first investigations of this segment of the higher education degree market. Findings: There are twelve programs in the United States offering executive higher education degrees, though there are less aggressively marketed programs described as executive-style higher education doctoral programs that could serve students with similar needs. Recommendations for Practitioners: Successful executive higher education doctoral programs require faculty that have both theoretical knowledge and practical experience in higher education. As appropriate, these programs should include tenure-line, clinical-track, and adjunct faculty who have cabinet level experience in higher education. Recommendation for Researchers: Researchers should begin to investigate more closely the small but growing population of executive doctoral degree programs in higher education. Impact on Society: Institutions willing to offer executive degrees in higher education will provide training specifically for those faculty who are one step from an executive position within the higher education sector. Society will be impacted by having someone that is trained in the area who also has real world experience. Future Research: Case studies of students enrolled in executive higher education programs and research documenting university-employer goals for these programs would enhance our understanding of this branch of the higher education degree market. http://www.informingscience.org/Publications/3713 higher education executive graduate programs eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2017-04-23 14 021 033 3698 article David E Murray D.Murray@murdoch.edu.au Tanya J. McGill t.mcgill@murdoch.edu.au Danny Toohey dtoohey@murdoch.edu.au Nik Thompson nik.thompson@curtin.edu.au Aim/Purpose: The aim of this project was to explore student perceptions of the value of both the creation of video content and exposure to other students’ work though peer assessment and inclusion of exemplars as unit material. Background: The research was in a first year information technology flipped-learning unit, where the assessment involved students developing video presentations that were peer assessed and exemplars incorporated into the unit as teaching material. Methodology: Data was gathered using a mixed methods approach using an online questionnaire followed by semi-structured interviews with a selection of questionnaire respondents. The interviews were designed to further explore issues identified from the analysis of the questionnaire data. Contribution: Informs on student perceptions of peer review and the integration of student generated content into University teaching. Findings: Most students enjoyed the video assessment (58%) with many preferring it to a written or programming task (55-58%). In the subsequent peer assessment, many liked seeing the work of others (67%) and found the approach engaging (63%) yet some other perceptions were mixed or neutral. Recommendations for Practitioners: University IT students generally enjoyed and perceived peer assessment and found student generated content to be valuable. Recommendation for Researchers: Further investigation of peer review and student generated content in contexts where the student cohort represents a variety of cultures and age categories Impact on Society: Contributes to a body of knowledge regarding peer assessment and student generated educational materials. Future Research: Future work is needed to better understand this domain, in particular the role of learners’ individual differences in order to successfully integrate these approaches into modern learning environments. http://www.informingscience.org/Publications/3698 student generated peer review flipped learning peer assessment eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2017-04-23 14 035 048 3693 article Joy Penman joy.penman@monash.edu Jyothi Thalluri jyothi.thalluri@unisa.edu.au Aim/Purpose: The uptake of university by regional students has been problematic for various reasons. This paper discusses a program, initiated by a South Australian regional university campus, aimed at attracting regional students into higher education. Background: A qualitative descriptive approach to study was used to determine the value of the program on participating students and school staff. Year 10 students from Roxby Downs, Port Augusta and Port Lincoln high schools were invited to participate in a two-day regionally-focussed school-university engagement program that linked students with the university campus and local employers. Methodology: A survey was administered to determine the impact of the program. Perceptions about the program by school staff were gathered using a modified One-Minute Harvard questionnaire. While 38 Year 10 students and 5 school staff members participated, 37 students and 3 staff evaluated the program. Findings: The findings revealed that the majority of the students would like to attend university, but financial and social issues were important barriers. The students learned about the regional university, what it can offer in terms of programs and support, and the employment prospect following university. The school staff benefited by developing a closer relationship with students and becoming better informed about the regional university. Recommendation for Practitioners: One way by which university uptake may be increased is to provide similar immersion programs featuring engagement with employers, our recommendation to other regional universities. In increasing the levels of education, individuals, communities and the society in general are benefited. http://www.informingscience.org/Publications/3693 university participation increasing university aspirations Year 10 students regional university experience eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2017-04-23 14 049 065 3723 article Minh Q. Huynh minh.huynh@selu.edu Prashant Ghimire Prashant.Ghimire@selu.edu Donny Truong dtruong7@gmu.edu Aim/Purpose: Despite millions of apps on the market, it is still challenging to develop a mobile app that can run across platforms using the same code. Background: This paper explores a potential solution for developing cross platform apps by presenting the hybrid app approach. Methodology: The paper first describes a brief evolution of the different mobile app development approaches and then compares them with the hybrid app approach. Next, it focuses on one specific hybrid app development framework called Ionic. Contribution: The paper presents the hybrid app approach as an emerging trend in mobile app development and concludes with the highlight of its advantages and teaching implications. Findings: The hybrid app approach reduces the learning curve and offers tools to allow the reuse of code to create apps for different mobile devices. Recommendations for Practitioners: The experience that the paper describes in using Ionic framework to create a hybrid app can be adopted in a web design or mobile app development course. Impact on Society : The advance in hybrid framework in general and the growing acceptance of open source framework, such as Ionic in particular, may provide an alternative to the native app domination and may trigger the rapid rise of hybrid apps in the years to come. http://www.informingscience.org/Publications/3723 hybrid apps mobile app development cross-platform web app Ionic framework eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2017-04-23 14 067 085 3724 article Henry O'Lawrence hnry_ren@outlook.com Aim/Purpose: In today’s changing economy, economic growth depends on career and technical programs for skill training. Background: This study discusses the key area in promoting individual learning and skill training and discusses the importance of career education and training as a way of promoting economic growth. Methodology : This study uses a qualitative study approach to investigate and report on the status and influence of Workforce Education and Development and its economic importance. Contribution: This report contributes to the knowledge base common to all work settings that can solve many human performance problems in the workplace. Findings: This study also justifies and validates the ideas on the importance of workforce education and development in the 21st century as a way of developing economic growth and providing learning to make individuals competitive in the global economy. Recommendations for Practitioners : For practitioners, this study suggests that we must always have discussions of what leads to career success and understanding that there is not enough high-skill/high-wage employment to go around. Therefore, developing these skills requires a decision about a career or related group of jobs to prepare to compete for them; we have to provide training needed in order to be competitive in global economy. Recommendation for Researchers: Researchers have to develop strategies to promote career direction with willingness to evaluate the level of academic interest, level of career focus and readiness for life away from home (attitudes, skills and knowledge of self). Impact on Society: Institutions must regularly evaluate curriculum to reflect the rapid technological changes and the globalization of world markets that reflect their mission and develop students’ mindset to always think big and think outside the box in order to be competitive in the global market. Change is external, transition is internal. It is important that the change agent communicate both the reasons for change and the probable consequences that people will experience during the time of this change, which is transition – a change people go through when they become unemployed or face a major employment obstacle in their lives. Future Research: New research should focus on career assessment materials and related academic programs and career directions that will promote success. http://www.informingscience.org/Publications/3724 workforce development technology unemployment and employment growth labor force education and job training economic growth and instructional technology eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2017-04-23 14 087 099 3707 article Azad Ali Azad.Ali@IUP.edu Aim/Purpose : Share research finding about ransomware, depict the ransomware work in a format that commonly used by researchers and practitioners and illustrate personal case experience in dealing with ransomware. Background: Author was hit with Ransomware, suffered a lot from it, and did a lot of research about this topic. Author wants to share findings in his research and his experience in dealing with the aftermath of being hit with ransomware. Methodology: Case study. Applying the literature review for a personal case study. Contribution: More knowledge and awareness about ransomware, how it attacks peoples’ computers, and how well informed users can be hit with this malware. Findings: Even advanced computer users can be hit and suffer from Ransomware attacks. Awareness is very helpful. In addition, this study drew in chart format what is termed “The Ransomware Process”, depicting in chart format the steps that ransomware hits users and collects ransom. Recommendations for Practitioners : Study reiterates other recommendations made for dealing with ransomware attacks but puts them in personal context for more effective awareness about this malware. Recommendation for Researchers: This study lays the foundation for additional research to find solutions to the ransomware problem. IT researchers are aware of chart representations to depict cycles (like SDLC). This paper puts the problem in similar representation to show the work of ransomware. Impact on Society: Society will be better informed about ransomware. Through combining research, illustrating personal experience, and graphically representing the work of ransomware, society at large will be better informed about the risk of this malware. Future Research: Research into solutions for this problem and how to apply them to personal cases. http://www.informingscience.org/Publications/3707 Ransomware Malware Crypto 3 Crypto 4 Computer ransom eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2017-04-24 14 101 119 3702 article Gila Cohen Zilka gila.zilka@gmail.com Aim/Purpose: This study was designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way. Background: The New Media offers our “screen kids” a lot of information, many behavioral models, and a new type of social communication. The Elements Way is an educational method designed to enhance openness, development, breakthroughs, goal achievement, and transformation in the age of media and social networks. Methodology: The Elements Way was developed following research on communication in the diversified media, especially new media such as Facebook, WhatsApp, and television reality shows, and the study is an examination of the effectiveness of mentors’ work with immigrant children and adolescents at risk, using the Elements Way. All mentors had been trained in the Elements Way. The study population included 640 mentors working with immigrants’ children in Israel. The work was conducted in 2010-2013. The mixed-methods approach was selected to validate findings. Contribution: Empowering children and enhancing their ability to cope; Creating openness and sharing, making children more attentive to the significant adults in their lives; Supporting children who face the complex reality that characterizes our age. Findings: Significant differences were found in the mentors’ conduct with the children. Work programs were designed and implemented with care and consistency, and mentors succeeded in generating change within the children and achieving desired goals. Of the 640 participating mentors, 62 were not able to promote the child, and interviews with them revealed that their work with the children was not consistent with the Elements Way and began from a different vantage point. Recommendations for Practitioners: Success factors: Self-awareness and awareness of one’s surroundings. Empathy. Willingness to engage in significant interactions. Self-cleansing and self-reflection. Ability to engage in a personal and interpersonal dialogue. Ability to accept and contain the child. Cooperation with the child in creating a work program and assisting the child to achieve the goals that were set in the program. Recommendation for Researchers: Future studies should focus on analyzing the discussions of children and adolescents, to add depth to our insights regarding children and adolescents’ perception of the mentors’ work from their perspective. Impact on Society: Finding the “keys” to openness, development, goal achievement, and transformation in our work with “screen kids.” Future Research: Studies that are designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way. http://www.informingscience.org/Publications/3702 screen kids empowering new media immigrant children children at risk mentors the Elements Way eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2017-05-03 14 121 138 3692 article Said Hadjerrouit Said.Hadjerrouit@uia.no Aim/Purpose: Assess the affordances and constraints of SimReal+ in teacher education Background There is a huge interest in visualizations in mathematics education, but there is little empirical support for their use in educational settings Methodology: Single case study with 22 participants from one class in teacher education. Quantitative and qualitative methods to collect students’ responses to a survey questionnaire and open-ended questions Contribution: The paper contributes to the understanding of affordances and constraints of visualization tools in mathematics education Findings: The visualization tool SimReal+ has potential for learning mathematics in teacher education, but the user interface should be improved to make it more usable for different users. Teachers need to consider technological and pedagogical affordances of SimReal+ at the student, classroom, and mathematics subject level Recommendations for Practitioners: Address technological and pedagogical affordances of SimReal+ Recommendation for Researchers: Improve the design of SimReal+ to make it technologically and pedagogically more usable Impact on Society: Understand the affordances and constraints of visualization tools in education Future Research: Implement a next cycle of experimentation with SimReal+ in teacher education to ensure more validity and reliability http://www.informingscience.org/Publications/3692 pedagogical affordances technological affordances SimReal+ visualization tool eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2017-05-03 14 139 161 3717 article Carmen De Pablos Heredero carmen.depablos@urjc.es Marta Machín martamachin94@gmail.com Aim/Purpose: To understand the change of entrepreneurial initiatives by analysing some new initiatives that came up the last years based on IT enabled business models Background: The theme is described from an educational perspective by offering examples of successful entrepreneurship initiatives Methodology: Description of some cases: Waynabox, Lock up, Uber, Pinterest Contribution: This project tries to become a guide for youth in order to understand various aspects: first, the entrepreneurial aspects that have to be considered before starting a business; secondly, the characteristics that successful businesses have in common; and finally how an entrepreneur can be innovative and how they can achieve the success Findings: Only the 10% of the start-ups exist more than three years. Among the causes of failure are the high saturation of the market and the market competition, which are connected to the ignorance of the real necessity of customers. The company has to identify the needs of customers. They have to define and target their customers by observing and analyzing the market and, above all, getting in touch with the customers. The business plan is something that has to be carried out before the beginning of the project, and has to exist on paper. Everything has to be planned and organised, and the objectives have to be clearly stated in order to stay focused Recommendations for Practitioners : To use existent business models as an inspiration for the creation of a new business model. It is really important to avoid copying the business model itself. One thing that a company needs to do is to make the difference offering new characteristics adapted to the current customer’s experiences Recommendation for Researchers: It is really important to have a good relation with the customer, to attend their needs and to help them with all the doubts that they can have about the company. An entrepreneur cannot be guided by his own interests. He has to invest in order to know the needs of the potential customers Impact on Society : Customer experience is key to have success in new business models http://www.informingscience.org/Publications/3717 entrepreneurial initiatives case study customer experiences knowledge society eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2017-05-10 14 163 175 3739 article Douglas A Straka strakad@mail.usf.edu Aim/Purpose: Governments, private business, and academia have become increasingly aware of the importance of collaboration in multi-stakeholder, multicultural environments. This is due to the globalization and (developing) mutual relationships with other global partners, due to the often varying visions and goals between the respective organizations in managing projects that span those environments. Background: This research conducts a survey of literature pertaining to organizational collaboration in multi-stakeholder, multicultural environments in government, private business, and academic sectors, conducting an analysis to identify the gaps in the basic questions thus far explored in the literature. The gap analysis will expose the opportunities for greater collaboration in these environments. Methodology: The author conducted a literature review to identify existing research gaps to focus interviews that will develop multiple case studies in future research. Contribution/Findings: This literature review has determined gaps in understanding how contributing factors to cultural communication impact collaboration in multi-cultural, multi-stakeholder organizations, encouraging additional research in this area. Recommendations for Practitioners: Practitioners have the opportunity to develop their use of cultural communication contributing factors, potentially increasing their collaboration efficiency. Recommendation for Researchers: Researchers have opportunity to gather empirical evidence that factors of cultural communication may influence collaboration in the multi-cultural, multi-stakeholder environment. Impact on Society Improved understanding of how cultural communication factors influence collaboration in multi-cultural, multi-stakeholder organizations can improve organizational efficiency. Future Research: Gather empirical evidence that factors of cultural communication may influence collaboration in the multi-cultural, multi-stakeholder environment. http://www.informingscience.org/Publications/3739 cultural communication stakeholder theory cultural competence eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2017-05-23 14 177 197 3716 article Maureen Tanner mc.tanner@uct.ac.za Marcelo Edgar Dauane DNXMAR004@myuct.ac.za Aim/Purpose: This paper aims to describe how various Kanban elements can help alleviate two prominent types of challenges, communication and collaboration in Global Software Development (GSD). Background: Iterative and Lean development methodologies like Kanban have gained significance in the software development industry, both in the co-located and globally distributed contexts. However, little is known on how such methodologies can help mitigate various challenges in that occur in a globally distributed software development context. Methodology: The study was conducted using a single-case study based on a general inductive approach to analysis and theory development. Through the literature review, collaboration and communication challenges that GSD teams face were identified. Data collected through semi-structured interviews was then inductively analyzed to describe how the case-study teams employed various Kanban elements to mitigate communication and collaboration challenges they face during GSD. Findings: The study found that some Kanban elements, when properly employed, can help alleviate collaboration and communication challenges that occur within GSD teams. These relate to Inclusion Criteria, Reverse Items, Kanban Board, Policies, Avatars, and Backlog. Contribution: The paper contributes to knowledge by proposing two simple concept maps that detail the specific types of communication and collaboration challenges which can be alleviated by the aforementioned Kanban elements in GSD. Recommendations for Practitioners: This paper is relevant to GSD teams who are seeking ways to enhance their team collaboration and communication as these are the most important elements that contribute to GSD project success. It is recommended that relevant Kanban elements be used to that effect, depending on the challenges that they aim to alleviate. Future Research: Future research can investigate the same research questions (or similar ones) using a quantitative approach. http://www.informingscience.org/Publications/3716 Kanban lean software development global software development communication challenges collaboration challenges eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2017-06-27 14 199 218 3777 article Inge Hermanrud Inge.Hermanrud@hihm.no Dorthe Eide dorthe.eide@uin.no Aim/Purpose: This article examines how learning activities draw on resources in the work context to learn. Background The background is that if knowledge no longer is seen mainly as objects, but processes, how then to understand boundary objects? Our field study of learning activities reveals the use of pictures, documents and emotions for learning in the geographically distributed Norwegian Labor Inspection Authority Methodology: The study is a qualitative study consisting of interview data, observation data, and documents. Contribution: Contribute to practice based theorizing. Findings: Three ideal types of representing practices have been identified, i.e., ‘Visualizing’, ‘Documenting’ and ‘Testing’. All three are combined with storytelling, sensing, reflections and sensemaking, which point at the importance of processes in learning. The article also add insights about how emotions can be an important resource for boundary spanning – and sensemaking – by creating the capability of reflecting upon and integrating different knowledge areas in the in- practice context. Recommendations for Practitioners: Look for boundary objects within your field to promote online learning. Recommendation for Researchers: Study boundary objects in work context to understand learning. Impact on Society Role of objects in human learning. Future Research: Focus on how emotions can be used for online learning. http://www.informingscience.org/Publications/3777 learning in organizations network of practice sense making learning as prac-tice. boundary objects eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2017-08-20 14 219 227 3801 article Ashish K Das ashish.das@rmit.edu.vn Quynh Thi Nguyen quynh.nguyenthi@rmit.edu.vn Susan Thomas suthomasmathew@gmail.com Aim/Purpose: This study aims to investigate various characteristics from both victims as defaced websites and defacers that linked to a risk of being defaced through a set of descriptive analysis. Background: The current figures from a spectrum of sources, both academic and non-academic reports, proved a progressive increase of website defacement attacks to numerous organisations. Methodology: This study obtains a set of data from Zone-H site, which is accessible to the public, including 99,437 defaced websites. The descriptive analysis is applied in order to understand the motives of defacers and the probability of website re-defacements through the statistical investigation. Findings: The motives for defacing websites are driven mainly due to entertaining reasons. This in turn has an implication on the type of techniques defacers attack websites. http://www.informingscience.org/Publications/3801 defacement re-defacement entertainment and defacer eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2016-05-15 13 001 013 3461 article Retta Guy rettaguy@yahoo.com Gerald Marquis gmarquis@tnstate.edu The authors present the results of a study conducted at a comprehensive, urban, coeducational, land-grant university. A quasi-experimental design was chosen for this study to compare student performance in two different classroom environments, traditional versus flipped. The study spanned 3 years, beginning fall 2012 through spring 2015. The participants included 433 declared business majors who self-enrolled in several sections of the Management Information Systems course during the study. The results of the current study mirrored those of previous works as the instructional method impacted students’ final grade. Thus, reporting that the flipped classroom approach offers flexibility with no loss of performance when compared to traditional lecture-based environments. http://www.informingscience.org/Publications/3461 flipped classroom instructional videos podcasts student performance traditional lecture video-taped lectures eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2016-05-15 13 015 023 3462 article Eugenia M. W. Ng Eugenia@ied.edu.hk The study involved student teachers enrolled in early childhood teaching at a teacher training institute in Hong Kong Special Administrative Region. Seventy-four students participated in flipped classroom activities during their first semester of study. Students were told to learn from online videos related to using image editing software in their own time and pace prior to the next class. When they met in class, they were asked to apply their recently acquired editing knowledge to edit an image of their own choice related to the theme of their group project. At the end of the activity, students were asked to complete an online questionnaire. It was found that students had rated all five questions relating to generic skills highly, with self-study skills rated the highest. They particularly enjoyed the flexibility of learning on their own time and pace as a benefit of the flipped classroom. Data collected from students’ project pages show they had used average of 3.22 editing features for the theme images for their project. Most groups had inserted text followed by using the filter function. It is possible that these two functions are more noticeable than other editing functions. In conclusion, students were able to apply their self-learnt knowledge in a real-life situation and they had also developed their generic skills via the flipped classroom pedagogy. http://www.informingscience.org/Publications/3462 flipped classroom generic skills online videos photo editing student teacher eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2016-05-15 13 025 046 3464 article Kevin A. Johnston kevin.johnston@uct.ac.za The impact that mobile web-enabled devices have had on the lives and behavior of university students has been immense. Yet, many of the models used in the classrooms have remained unchanged. Although a traditional research approach of examining the literature, developing a methodology, and so on is followed, this paper’s main aim is to inform practitioners on observations and examples from courses which insist on and encourage mobiles in the classroom. The paper asked three research questions regarding the use, impact, and unintended consequences of mobile web-enabled devices in the classroom. Data was collected from observing and interacting with post graduate students and staff in two universities across two continents: Africa and Europe. The paper then focuses on observations and examples on the use, impact, and unintended consequences of mobile web-enabled devices in two classrooms. The findings are that all students used mobile web-enabled devices for a variety of reasons. The use of mobile devices did not negatively impact the class, rather students appeared to be more engaged and comfortable knowing they were allowed to openly access their mobile devices. The unintended consequences included the use of mobiles to translate text into home languages. http://www.informingscience.org/Publications/3464 Mobile web-enabled devices Usage Impact Unintended consequences University Students Social Network Systems (SNS). eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2016-05-15 13 047 061 3466 article Dale C MacKrell dale.mackrell@canberra.edu.au This paper reports on the educational aspects of an information systems work-integrated learning (WIL) capstone project for an organization which operates to alleviate homelessness in the Australian non-profit sector. The methodology adopted for the study is Action Design Research (ADR) which draws on action research and design research as a means for framing a project's progress. Reflective insights by the project stakeholders, namely, students, academics, and the non-profit client, reveal a curriculum at work through internal features of the organization; personal features of the participants and features of the external environment. Preliminary findings suggest that students in a WIL project for a non-profit are highly engaged, especially when they become aware of the project’s social value. As well, the improvement of professional skills and emotional intelligence by students is more likely in real-life practice settings than in other less authentic WIL activities, equipping graduates for the workforce with both strong disciplinary and generic skills. Win-win-win synergies through project collaboration represent worthwhile outcomes to education, industry and research. http://www.informingscience.org/Publications/3466 Work-integrated learning workplace learning non-profit reflection engagement IT eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2016-05-15 13 063 077 3468 article Ruti Gafni rutigafn@mta.ac.il Idan Nagar idan.nagar@gmail.com CAPTCHA - Completely Automated Public Turing test to tell Computers and Humans Apart - is a test with the aim to distinguish between malicious automatic software and real users in the era of Cyber security threats. Various types of CAPTCHA tests were developed, in order to address accessibility while implementing security. This research focuses on the users’ attitudes and experiences related to use of the different kinds of tests. A questionnaire accompanied by experiencing five different CAPTCHA tests was performed among 212 users. Response times for each test and rate of success were collected automatically. The findings demonstrate that none of the existing tests are ideal. Although the participants were familiar with the Text-based test, they found it the most frustrating and non-enjoyable. Half of the participants failed in the Arithmetic-based test. While most of the participants found the picture and game based test enjoyable, their response time for those tests was the largest. The age factor was encountered as influencing both the attitude of the user and the performance, while younger users are more tolerant, have a better success rate, and are faster, the elder users found the tests annoying and time-consuming. http://www.informingscience.org/Publications/3468 CAPTCHA Cyber Security User Experience eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2016-05-15 13 079 088 3470 article Azad Ali Azad.Ali@IUP.edu Kustim Wibowo Kustim.Wibowo@iup.edu The most common course delivery model is based on teacher (knowledge provider) - student (knowledge receiver) relationship. The most visible symptom of this situation is over-reliance on textbook’s tutorials. This traditional model of delivery reduces teacher flexibility, causes lack of interest among students, and often makes classes boring. Especially this is visible when teaching Computer Literacy courses. Instead, authors of this paper suggest a new active model which is based on MS Office simulation. The proposed model was discussed within the framework of three activities: guided software simulation, instructor-led activities, and self-directed learning activities. The model proposed in the paper of active teaching based on software simulation was proven as more effective than traditional. http://www.informingscience.org/Publications/3470 Simulation Software Office Simulation Software eBook and Simulation Software eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2016-05-15 13 089 109 3444 article Seta Boghikian-Whitby swhitby@laverne.edu Yehia Mortagy ymortagy@laverne.edu This longitudinal, quasi-experimental study investigated students’ cognitive personality type using the Myers-Briggs personality Type Indicator (MBTI) in Internet-based Online and Face-to-Face (F2F) modalities. A total of 1154 students enrolled in 28 Online and 32 F2F sections taught concurrently over a period of fourteen years. The study measured whether the sample is similar to the national average percentage frequency of all 16 different personality types; whether specific personality type students preferred a specific modality of instructions and if this preference changed over time; whether learning occurred in both class modalities; and whether specific personality type students learned more from a specific modality. Data was analyzed using regression, t-test, frequency, and Chi-Squared. The study concluded that data used in the study was similar to the national statistics; that no major differences in preference occurred over time; and that learning did occur in all modalities, with more statistically significant learning found in the Online modality versus F2F for Sensing, Thinking, and Perceiving types. Finally, Sensing and Thinking (ST) and Sensing and Perceiving (SP) group types learned significantly more in Online modality versus F2F. http://www.informingscience.org/Publications/3444 Online learning Distance Education Face to face (F2F) Myers Briggs (MBTI) Longi-tudinal Learning Style. eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2016-05-16 13 111 120 3492 article Hein Johan Wiese heinwiese4@gmail.com Antoinette Lombard Alombard@vut.ac.za Jan Smit jans@vut.ac.za One of the key attempts towards a collective African vision is the New Economic Partnership for African Development (NEPAD). Barnard and Vonk (2003) report that “53 countries have been urged to implement ICTs in three crucial development arenas: education, health and trade”. While NEPAD and other initiatives have contributed to the provision of ICT infrastructure with positive results as seen in the growth of Internet uses, the disparities in development across Africa are enormous. The challenge to Higher Education Institutions in Africa has been summarised by Colle (2005): “central to creating digital resources and academic infrastructure is the question of universities’ relevance to the world around them, and especially to the challenge of being an active player – ‘an anchor of a broad-based poverty alleviation strategy’ in an increasingly knowledge-based economy”. It can be inferred from Colle that the activities of HEIs in Africa ought to be geared towards contributing to the realisation of the Millennium development goals. http://www.informingscience.org/Publications/3492 Economic upliftment Social development Digital astuteness Rural areas eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2016-05-16 13 121 144 3476 article Maureen Tanner mc.tanner@uct.ac.za Timothy Haig-Smith timothyhs@gmail.com Agile global software development (AGSD) is an increasingly prevalent software development strategy, as organizations hope to realize the benefits of accessing a larger resource pool of skilled labor, at a potentially reduced cost, while at the same time delivering value incrementally and iteratively. However, the distributed nature of AGSD creates geographic, temporal, socio-cultural distances that challenge collaboration between project stakeholders. The Cloud Computing (CC) service models of Infrastructure as a Service (IaaS), Platform as a Service (PaaS), and Software as a Service (SaaS) are similar to the aspirant qualities of AGSD as they provide services that are globally accessible, efficient, and stable, with lower predictable operating costs that scale to meet the computational demand. This study focused on the 12 agile principles upon which all agile methodologies are based, therein potentially increasing the potential for the findings to be generalized. Domestication Theory was used to assist in understanding how cloud technologies were appropriated in support of AGSD. The research strategy took the form of case study research. The findings suggest that some of the challenges in applying the agile principles in AGSD may be overcome by using CC. http://www.informingscience.org/Publications/3476 Cloud Computing Agile Software Development Agile Global Software Development Agile Principles Scrum eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2016-05-16 13 145 158 3479 article Gila Kurtz gila_k@mla.ac.il Yehuda Peled YehudaP@wgalil.ac.il This paper presents a validation research of seven Digital Learning Domains (DLDs) and sixty-five performance statements (PSs) as perceived by students with experience in learning via ICT. The preliminary findings suggest a statistical firmness of the inventory. The seven DLDs identified are Social Responsibility, Team-based Learning, Information Research and Retrieval, Information Management, Information Validation, Processing and Presentation of Information, and Digital Integrity. The 65 PSs will enable a teacher to identify the level of competency the learner has in each DLD, thus identifying students’ strengths and weaknesses that must be addressed in order to facilitate learning in the current era. As can be concluded from the findings, most of the participants evaluate themselves as digitally literate with regard to the basic information research and retrieval skills, validation and information management. But when it comes to PSs that require complex decision making or higher order thinking strategies, it seems that a large number of participants lack these skills. Also, social responsibility and digital integrity domains are perceived as known by the participants but not very well taken in terms of pro-active action to enforce appropriate digital behavior, or avoiding illegally obtained music or movies. http://www.informingscience.org/Publications/3479 Digital Learning Literacies 21st Century Skills Learning Skills eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2016-05-16 13 159 169 3481 article Janice Whatley drjanwhatley@aol.com Project work forms a large part in work undertaken by graduates when they enter the workforce, so projects are used in higher education to prepare students for their working lives and to enable students to apply creativity in their studies as they present a solution to a problem, using technical skills they have learned in different units of study. Projects, both at work and in higher education, may be completed in teams, thus providing experience and the opportunity to develop team working skills. The team projects presented in this paper have been provided by external organisations, so that students work in a team on a real life problem, but with the support of their tutors, in the university setting. In this way the projects more closely resemble the sorts of problems they might encounter in the workplace, giving an experience that cannot be gained by working on tutor devised problems, because the teams have to communicate with an external client to analyse and solve an authentic problem. Over the three years that the Live Projects have been running, feedback indicates that the students gain employability skills from the projects, and the organisations involved develop links with the university and benefit from output from the projects. A number of suggestions for improving the administration of the Live Projects were suggested, such as providing clients with information on timescales and providing students with more guidance on managing the projects. http://www.informingscience.org/Publications/3481 Team project employability transferable skills external client eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2016-05-16 13 171 186 3483 article Rimvydas Skyrius Rimvydas.Skyrius@ef.vu.lt Igor Katin igor@getweb.lt Michail Kazimianec kmichailas@gmail.com Svetlana Nemitko Svetlana@nect.eu Gediminas Rumšas gediminas.rumsas@ef.vu.lt Raimundas Žilinskas raimundas.zilinskas@ef.vu.lt The field of business intelligence (BI), despite rapid technology advances, continues to feature inadequate levels of adoption. The attention of researchers is shifting towards hu-man factors of BI adoption. The wide set of human factors influencing BI adoption con-tains elements of what we call BI culture – an overarching concept covering key managerial issues that come up in BI implementation. Research sources provide different sets of features pertaining to BI culture or related concepts – decision-making culture, analytical culture and others. The goal of this paper is to perform the review of research and practical sources to examine driving forces of BI – data-driven approaches, BI agility, maturity and acceptance – to point out culture-related issues that support BI adoption and to suggest an emerging set of factors influencing BI culture. http://www.informingscience.org/Publications/3483 business intelligence business intelligence adoption business intelligence culture eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2016-05-17 13 187 194 3495 article Helen Emasealu helenemasealu@yahoo.co.uk Susan Nnadozie Umeozor susan.umeozor@uniport.edu.ng The paper reviewed the emerging roles of the 21st century librarians, charged with the responsibility to manage repository services across libraries in present-day information technology environment. Librarians need to be trained and empowered with requisite skills and knowledge needed for successful management of the ICT driven repository initiatives that the 21st century demands. Literature was reviewed on the roles and responsibilities of librarians, training needs and opportunities, career path and recruitment of librarians, and community support necessary for effective and efficient implementation and management of repository initiatives. This entails the ability to comprehend trends and change patterns which are essential for providing research focused and user-friendly models in open repository services that are based on thorough analytical understanding of the challenges of emerging trends. To achieve this requires the training and retraining of librarians to reposition them as information specialists in their career path. The role of the library as an integral part of its social environment is to educate the community about the existence of an open repository by building partnership with community-oriented research centres through seminars, workshops, symposium, training, and awareness programmes. The study recommends that librarians should strategize and collaborate with researchers to make open repository an essential research tool. http://www.informingscience.org/Publications/3495 Repository services Academic libraries Emerging trends Role of librarians Developing countries eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2016-05-19 13 195 208 3473 article Yahel Giat yahel@jct.ac.il Dan Bouhnik Dan.Bouhnik@biu.ac.il Issachar Zarruk soher81@gmail.com The transition from printed to electronic sources of information has resulted in a profound change to the way procurement officers seek information. Furthermore, in the past decade there have been additional technological revolutions that are expected to further affect the procurement process. In this paper, we conduct a survey among forty nine university procurement officers in Israel to examine to what extent procurement officers have adapted to smartphones and tablets by testing how frequently officers use notebooks, smartphones, and tablets for work-related and leisure purposes. We find that while officers prefer electronic sources of information over printed sources of information, officers have not yet adapted to the later technological advances (i.e., smartphones and tablets). Notebooks are more frequently used than either smartphones or tablets for work-related and leisure purposes. One explanation behind this result is that officers are not skilled in using smartphone and tablets applications. This implies that training officers in the use of these devices may improve their performance. http://www.informingscience.org/Publications/3473 Public procurement information seeking behavior notebooks smartphones tablets information sources eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2016-05-20 13 209 223 3478 article Ismar Frango Silveira ismar@mackenzie.br The Open Software movement serves as a landmark and a starting point for many “open-something” initiatives, such as Open Educational Resources (OER) and Massive Online Open Courses (MOOC). However, under a pragmatic point-of-view, many of its basic principles are not considered specially when dealing with the above mentioned initiatives: common, industry-standard OER and MOOC lack a considerable set of really open features in a way that deviate the sense of the “O” letter – for Open – in its acronyms. Considering this, the present paper presents a systematization of these concepts around the general principle of openness. There will be discussed some strengths, challenges, and drawbacks in adopting openness as the key for OER and MOOC for Education in 21st Century. http://www.informingscience.org/Publications/3478 Open Educational Resources Massive Online Open Courses 5R Principles Open Licenses Open Standards eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2016-05-21 13 225 233 3490 article Klaus-Dietrich Kramer kkramer@hs-harz.de Thomas Stolze tstolze@hs-harz.de Annedore Söchting a.soechting@iai-wr.de Many degree courses at technical universities include the subject of control systems engineering. As an addition to conventional approaches Fuzzy Control can be used to easily find control solutions for systems, even if they include nonlinearities. To support further educational training, models which represent a technical system to be controlled are required. These models have to represent the system in a transparent and easy cognizable manner. Furthermore, a programming tool is required that supports an easy Fuzzy Control development process, including the option to verify the results and tune the system behavior. In order to support the development process a graphical user interface is needed to display the fuzzy terms under real time conditions, especially with a debug system and trace functionality. The experiences with such a programming tool, the Fuzzy Control Design Tool (FHFCE Tool), and four fuzzy teaching models will be presented in this paper. The methodical and didactical objective in the utilization of these teaching models is to develop solution strategies using Computational Intelligence (CI) applications for Fuzzy Controllers in order to analyze different algorithms of inference or defuzzyfication and to verify and tune those systems efficiently. http://www.informingscience.org/Publications/3490 Fuzzy Control FHFCE-Tool Teaching Models FC-Debugging FC-Tracing eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2016-05-21 13 235 244 3475 article Rachel Or-Bach orbach@yvc.ac.il This paper describes the employment of a Personal Response System (PRS) during a Decision Analysis course for Management Information Systems (MIS) students. The description shows how the carefully designed PRS-based questions, the delivery, and the follow-up discussions; provided a context for eliciting and exercising central concepts of the course topics as well as central skills required for MIS majors. A sample of PRS-based questions is presented along with a description for each question of its purpose, the way it was delivered, the response rate, the responses and their frequencies, and the respective in-class discussion. Lessons from these findings are discussed. http://www.informingscience.org/Publications/3475 Personal Response Systems Clickers Quantitative methods for decision analysis Decision Trees Modeling eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2016-05-21 13 245 267 3488 article Stephen Burgess Stephen.Burgess@vu.edu.au David A Banks traveldab@gmail.com Scott Bingley Scott.Bingley@vu.edu.au Many higher education institutions are moving towards blended learning environments that seek to move towards a student-centred ethos, where students are stakeholders in the learning process. This often involves multi-modal learner-support technologies capable of operating in a range of time and place settings. This article considers the impact of an Audience Response System (ARS) upon the ongoing development of an Information Systems Professional course at the Masters level in the College of Business at Victoria University in Melbourne, Australia. The course allows students to consider ethical issues faced by an Information Systems Professional. Given the sensitivity of some of the topics explored within this area, an ARS offers an ideal vehicle for allowing students to respond to potentially contentious questions without revealing their identity to the rest of the group. The paper reports the findings of a pilot scheme designed to explore the efficacy of the technology. Use of a blended learning framework to frame the discussion allowed the authors to consider the readiness of institution, lecturers, and students to use ARS. From a usage viewpoint, multiple choice questions lead to further discussion of student responses related to important issues in the unit. From an impact viewpoint the use of ARS in the class appeared to be successful, but some limitations were reported. http://www.informingscience.org/Publications/3488 Blended learning audience response systems information systems professionals ethics eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2016-05-23 13 269 277 3472 article Herman Koppelman H.Koppelman@hotmail.nl The number of online resources available for teaching and learning in higher education has been growing enormously during the last decade. A recent development is the emergence of Massive Open Online Courses (MOOCs) and of Open Educational Resources (OER). The result is a huge number of videos that are available on line. Can these videos enrich learning? As a pilot study we added sixteen videos to an existing introductory course in Human-Computer Interaction. This course is mandatory in the Bachelor programs Computer Science and Information Science (second year). Watching the videos was optional for the students. The videos originated for the most part from the MOOC Human-Computer Interaction, produced by Stanford University. We offered this course to a pilot group of eight students. The educational context was problem-based learning in distance education. The videos were welcomed by all of the students and were found to be useful in their learning process. The students watched the videos intensively and appreciated them very well. A main reason for the students to be positive about the videos was that they liked to alternate reading texts and watching videos. http://www.informingscience.org/Publications/3472 Distance Education Video Massive Open Online Course (MOOC) Online Resources Podcasts Human-Computer Interaction eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2016-05-31 13 279 290 3516 article Tamrin Amboala ramdzan_trn@yahoo.com Joan Richardson joan.richardson@rmit.edu.au One effective way of accelerating the commercialization of university innovations (inventions) is to execute a “Technological Entrepreneurship” framework that helps the execution of agreements between universities and industry for commercialization. Academics have been encouraged to commercialize their research and findings yet the level of success of commercialization of inventions (innovations) in industry is questionable. As there is no agreed commercialization framework to guide the execution of processes to support inventions moving from laboratories to the right market. The lack of capabilities of appropriate processes have undermined the turning of innovation and products into wealth. The research questions are designed to identify the constraints and hindrances of commercialization and the characteristics of successful processes built from framework based on selected case studies of incubation capabilities within universities commercialization program. http://www.informingscience.org/Publications/3516 Technological Entrepreneurship Venture Capitalist Incubation Programs eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2015-06-03 12 001 010 2260 article Azad Ali Azad.Ali@IUP.edu David T Smith David.Smith@iup.edu Internship courses, unlike others, are multi-pronged because they require coordination at different levels. Typically, a faculty member coordinates the communication and implementation at each level to achieve the desired outcomes. We call the position that this faculty holds the “internship coordinator”. For the work of the internship coordinator to be successful, he/she may need to synchronize the work of the internship with all parties involved. Failure to coordinate at one level or another may affect the work of other parties involved in completing the internship for the students. This paper explains the experience of an internship program at the computer science department (COSC) at Indiana University Indiana University of Pennsylvania (IUP). We focus on the work of the internship coordinator for this program and his work to communicate and coordinate to successfully implement the internship experience for the students. We first discuss the theoretical foundation that led to the development of internship programs in academia and then elaborate on the multiple levels of the role of the internship coordinator in completing the internship experience for the students. http://www.informingscience.org/Publications/2260 Internship program internship courses internship at computer science programs eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2015-06-03 12 011 020 2258 article Azad Ali Azad.Ali@IUP.edu David T Smith David.Smith@iup.edu This paper compares the effect of social isolation on students enrolled in online courses versus students enrolled in on campus courses (called in this paper Face-to-Face or F2F). Grade data was collected from one online section and two F2F sections of a computer literacy course that was recently taught by one of the authors of this study. The same instructor taught all sections thereby providing a controlled comparison between the two forms of teaching (F2F and online). This paper first introduces the plan and the limitation of this study. It provides a literature review and notes the trend of social isolation found in online courses. This paper then presents a summary of the collected data; and offers a conclusion based on the collected data. http://www.informingscience.org/Publications/2258 Online course withdrawal social isolation in online courses attrition in online courses eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2015-06-03 12 021 043 2184 article Aimee Theresa Avancena aimeetheresa@gmail.com Akinori Nishihara aki@cradle.titech.ac.jp An algorithm learning tool was developed for an introductory computer science class in a specialized science and technology high school in Japan. The tool presents lessons and simple visualizations that aim to facilitate teaching and learning of fundamental algorithms. Written tests and an evaluation questionnaire were designed and implemented along with the learning tool among the participants. The tool’s effect on the learning performance of the students was examined. The differences of the two types of visualizations offered by the tool, one with more input and control options and the other with fewer options, were analyzed. Based on the evaluation questionnaire, the scales with which the tool can be assessed according to its usability and pedagogical effectiveness were identified. After using the algorithm learning tool there was an increase in the posttest scores of the students, and those who used the visualization with more input and control options had higher scores compared to those who used the one with limited options. The learning objectives used to evaluate the tool correlated with the test performance of the students. Properties comprised of learning objectives, algorithm visualization characteristics, and interface assessment are proposed to be incorporated in evaluating an algorithm learning tool for novice learners. http://www.informingscience.org/Publications/2184 K12-Computer Science Education Fundamental Algorithms Algorithm Visualization Learning Tool Evaluation Questionnaire Validation eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2015-06-03 12 045 054 2253 article Dennis Bialaszewski D.Bialaszewski@att.net This paper will shed light on the lack of the development of appropriate monitoring systems in the field of education. Test banks can be easily purchased. Smart phones can take and share pictures of exams. A video of an exam given through Blackboard can easily be made. A survey to determine the extent of cheating using technology was given to several university students. Evidence is provided that shows security is lacking as evidenced by the number of students who have made use of technological advances to cheat on exams. The findings and conclusion may serve as evidence for administrators and policy makers to re-assess efforts being made to increase security in online testing. http://www.informingscience.org/Publications/2253 education security testing cheating monitoring eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2015-06-03 12 055 070 2159 article Albertus A. K. Buitendag BertieBuitendag@gmail.com Frederik Gerhardus Hattingh HattinghFG@tut.ac.za Matt Hains matt@techteachers.co.za This paper presents the success story of the intuitive vision of an Information and Communication Technology (ICT) high school educator in South Africa. The growth and evolution of a Community of Practice towards a full-fledged living lab is investigated. A grounded theory study analyses the living lab concept and highlights some of the current challenges secondary high school ICT education face within the South African educational landscape. Some of the concepts, ideas, best practices, and lessons learned in the establishment and running of two web based technologies to support secondary school ICT subjects is discussed. The researchers present a motivation for the use of living labs to address some of the issues identified and highlights how the existing platforms fits into bigger design. http://www.informingscience.org/Publications/2159 Collaboration Community of Practice ICT Education Living Labs TechTeachers eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2015-06-03 12 071 082 2211 article Bill Davey bill.davey@rmit.edu.au Kevin R. Parker parkerkr@isu.edu Requirements elicitation is the process through which analysts determine the software requirements of stakeholders. Requirements elicitation is seldom well done, and an inaccurate or incomplete understanding of user requirements has led to the downfall of many software projects. This paper proposes a classification of problem types that occur in requirements elicitation. The classification has been derived from a literature analysis. Papers reporting on techniques for improving requirements elicitation practice were examined for the problem the technique was designed to address. In each classification the most recent or prominent techniques for ameliorating the problems are presented. The classification allows the requirements engineer to be sensitive to problems as they arise and the educator to structure delivery of requirements elicitation training. http://www.informingscience.org/Publications/2211 requirements elicitation requirements gathering software development systems development software failure eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2015-06-03 12 083 093 2259 article Nitza Geri nitzage@openu.ac.il Ruti Gafni rutigafn@mta.ac.il This study examines diverse information media in order to identify those formats that are most suitable for consumption via handheld mobile devices, namely, smartphones and tablets. The preferences of the users are measured objectively by analyzing actual data of their relative use of handheld mobile devices and personal computing (PC) desktop devices, including laptops and notebooks, for consumption of information presented in various formats. Our findings are based on Google Analytics pageview data of five course Websites during a period of three semesters, by 11,557 undergraduate students. M-learning contexts were chosen, since in a learning environment the interests of information providers (i.e., the instructors) are in accord with those of the information consumers (i.e., the students), whereas in commercial settings there may be conflicts of interests. Our findings demonstrate that although about 90% of the pageviews were via PC devices, the rate of smartphone use for consuming learning content in diverse information media is gradually increasing as time goes by, whereas the rate of tablet use for these purposes is stagnant. The most promising direction for smartphone development, emanating from the findings, is online video content. http://www.informingscience.org/Publications/2259 mobile applications acceptance information format information media instructional media mobile learning (m-learning) diffusion of innovation human computer interaction eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2015-06-03 12 095 109 2254 article Retta Guy rettaguy@yahoo.com Millicent Lownes-Jackson mlownes@tnstate.edu Simulations have been shown to be an effective tool in traditional learning environments; however, as distance learning grows in popularity, the need to examine simulation effectiveness in this environment has become paramount. A casual-comparative design was chosen for this study to determine whether students using a computer-based instructional simulation in hybrid and fully online environments learned better than traditional classroom learners. The study spans a period of 6 years beginning fall 2008 through spring 2014. The population studied was 281 undergraduate business students self-enrolled in a 200-level microcomputer application course. The overall results support previous studies in that computer simulations are most effective when used as a supplement to face-to-face lectures and in hybrid environments. http://www.informingscience.org/Publications/2254 computer simulation traditional classroom distance learning hybrid face-to-face teaching lectures and demonstrations student performance eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2015-06-03 12 111 139 2181 article Caroline Khene c.khene@ru.ac.za The significance of ICTs in supporting socio-economic development in developing countries is inevitable. As academics of information systems in developing countries, we cannot ignore the need for teaching and building the capacity of our students to become knowledgeable and skilled in Information and Communication Technology for Development (ICT4D) practice and discourse. Furthermore, it is vital to equip our students with the ability to apply their discipline knowledge in addressing some of the ICT discrepancies in current ICT4D practice in their own context. I introduced and teach the ICT4D module to the Honours level course at my university in South Africa. This paper explores the factors that have influenced and shaped the development of the ICT4D module curriculum in the South African context I teach in, using a qualitative ethnographic lens and theoretical study. This provides a practice lens to motivate for and support the introduction of an ICT4D module in tertiary curricula in developing countries. http://www.informingscience.org/Publications/2181 Curriculum Higher Education Information and Communication Technology for Development (ICT4D) Outcome Based Education Developing Countries eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2015-06-03 12 141 152 2257 article Roxanne Bailey roxannephd2014@gmail.com Elsa Mentz Elsa.Mentz@nwu.ac.za Information Technology (IT) high school learners are constantly struggling to cope with the challenges of succeeding in the subject. IT teachers, therefore, need to be empowered to utilize appropriate teaching–learning strategies to improve IT learners’ success in the subject. By promoting critical thinking skills, IT learners have the opportunity to achieve greater success in the most difficult part of the curriculum, which is programming. Participating IT teachers received once-off face-to-face professional development where some teachers received professional development in critical thinking strategies while other IT teachers received professional development in critical thinking strategies infused into pair programming. To determine how teachers experience these suggested strategies, teachers participated in initial interviews as well as follow-up interviews after they had implemented the suggested strategies. From the interviews, it became evident that teachers felt that their learners benefited from the strategies. Teachers in the pair programming infusing critical thinking strategies focused more on the pair programming implementation than on the totality of pair programming infused with critical thinking. Although teachers were initially willing to change their ways, they were not always willing to implement new teaching–learning strategies. http://www.informingscience.org/Publications/2257 Critical thinking Information Technology education Pair programming Teaching–learning strategies Programming eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2015-06-03 12 153 163 2122 article Rachel Or-Bach orbach@yvc.ac.il Courses on Human Computer Interaction (HCI) largely differ in the conception of the role of the course in the program, in the topics to be included, in emphases, in the instructional strategies that are employed, and more. This paper describes the design and implementation of a HCI course for students of the Management Information Systems department in our college. Students’ intermediate and final homework assignments were analyzed to provide feedback for the course design. Quantitative analysis showed high correlation between the quality of the requirement analysis performed by the students and the quality of the final interface prototype, and also that the quality of design alternatives that were considered by the students can be a good predictor for the quality of the overall interface design. Qualitative analysis of students’ submissions showed the need for practicing skills required in users’ studies, especially conducting interviews and observations. Implications from these and other findings are discussed. http://www.informingscience.org/Publications/2122 Human computer interaction User centered design Studio-based learning Alternative designs Design tradeoffs Prototyping eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2015-06-03 12 165 180 2204 article Rogério Rossi rossirogerio@hotmail.com Kechi Hirama kechi.hirama@usp.br Big data management is a reality for an increasing number of organizations in many areas and represents a set of challenges involving big data modeling, storage and retrieval, analysis and visualization. However, technological resources, people and processes are crucial to facilitate the management of big data in any kind of organization, allowing information and knowledge from a large volume of data to support decision-making. Big data management can be supported by these three dimensions: technology, people and processes. Hence, this article discusses these dimensions: the technological dimension that is related to storage, analytics and visualization of big data; the human aspects of big data; and, in addition, the process management dimension that involves in a technological and business approach the aspects of big data management. http://www.informingscience.org/Publications/2204 Big Data Big Data Management Big Data Challenges Big Data Analytics Decision-Making eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2015-06-10 12 181 191 2180 article Grace Tan Grace.Tan@vu.edu.au Anne Therese Venables atv1154@outlook.com.au IT graduates need a suite of technical competencies and soft skills married with an understanding of the social and business contexts of the systems that they build. To instill in students an awareness of current IT industry practice coupled with the broader impact of their discipline in society, academics from Victoria University and Federation University initiated an across-institutional collaboration. The initiative resulted in a common formative assessment task undertaken by teams of students enrolled in each institution’s professional development units. An initial survey of students was undertaken prior to the assessment task. The survey queried students’ perceptions of a broad range of professional attitudes and skill sets needed by IT professionals when compared to non-skilled workers. Upon the completion of the assessment task, students were surveyed again as to their perceptions of the importance of personal skills, technical competencies, professional and team working skills, workplace knowledge, and cultural awareness for their future professional lives. Comparisons of both surveys’ results revealed that the cohort had a greater appreciation of technical abilities and team-working skills post the assessment task. http://www.informingscience.org/Publications/2180 information technology (IT) across-institution assessment professional skills development survey eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2015-06-27 12 198 202 2217 article Abdallah Tubaishat f7733@zu.ac.ae An E-Portfolio Assessment Management System (EAMS) can be an innovative tool that provides students with flexible opportunities to demonstrate the acquisition of skills and abilities in an outcome-based institution. The system has been developed and used for the past ten years to create, reflect, revise, and structure students’ work. It is a repository management system that facilitates collecting, sharing, and presenting artifacts of student learning outcomes via a digital medium. Therefore, it provides students with flexible opportunities to demonstrate the acquisition of skills and abilities to demonstrate growth of achieving learning outcomes. The rationale of the EAMS is to allow students to demonstrate competences and reflect upon experiences to improve their learning and career readiness; hence, they are accountable for their learning. The system was built around two defined set of learning outcomes: institutionally agreed upon set of learning outcomes, and learning objectives that are related to major requirements. The purpose of this study is to analyze students’ perceptions and attitudes when using an e-portfolio to support their employment opportunities. The participants were 217 students in the College of Technological Innovation. The students reported that the developing of e-portfolios was extremely helpful. The results showed that students have positive opinions about using e-portfolios as a beneficial tool to support their readiness for employment; they believe an e-portfolio increases their confidence to find a job in the IT field because it can allow them to showcase artifacts that demonstrate competencies and reflect upon experiences, and they can provide their supervisors during their industrial training with an e-resume that includes views of their actual work of what they have learned and are able to do when they complete their degree. Employers then can review e-portfolios to select prospective employees work readiness skills; hence, graduates are more likely to obtain a job in their workplaces. In conclusion, students do like the idea of e-portfolios when it is presented to them as a career showcase rather than a process for documenting learning. A career center can use e-portfolios as a tool to help students find a job. Furthermore, our analysis and evaluation uncovered learning issues involved in moving from the traditional approach of learning toward an integrated learning system that can be used after graduation. http://www.informingscience.org/Publications/2217 E-portfolio IT Career Learning Curriculum Student Perspectives Outcome-Based Higher Education. eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2015-07-08 12 203 212 2224 article Dwi Puspita Sari dpsari.research@gmail.com Elicia Lanham elicia.lanham@deakin.edu.au Lei Pan l.pan@deakin.edu.au In the digital technology era, mobile devices have an important rule to deploy a copy of data and information through the network. An electronic reader (eReader) allows readers to read written materials in an electronic manner that is available in many models. The objective of this study is to evaluate the usage of eReader by higher education students. We firstly identified the most frequently used eReader by surveying higher education students. The survey results showed that Apple iPad, Amazon Kindle, and Samsung Tablet are the most popular eReader devices used by higher education students. We presented these results, and then we analyzed the surveyed results in detail in order to develop an evaluation metric of the eReader in a mobile platform that clearly allows the selection of the most suitable eReader for higher education students. The main contribution of this paper is the development of a set of criteria that can be used by students in the selection of an eReader that matches their specific needs and requirements. http://www.informingscience.org/Publications/2224 eReader evaluation usefulness metric eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2014-01-01 11 i ii 1975 article http://www.informingscience.org/Publications/1975 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2014-01-01 11 001 011 1976 article Joseph T. Chao jchao@bgsu.edu Lei Pan leipan@bgsu.edu Kevin R. Parker parkerkr@isu.edu http://www.informingscience.org/Publications/1976 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2014-01-01 11 013 030 1977 article Ahabab Ahamed Chowdhury orco_1998@yahoo.com http://www.informingscience.org/Publications/1977 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2014-01-01 11 031 046 1978 article Dimitar Grozdanov Christozov dchristozov@yahoo.com Stefanka Chukova stefanka@gmail.com Plamen Mateev pmat@fmi.uni-sofia.bg http://www.informingscience.org/Publications/1978 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2014-01-01 11 047 055 1979 article Oduronke Temitope Eyitayo eyitayoo@mopipi.ub.bw http://www.informingscience.org/Publications/1979 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2014-01-01 11 057 072 1980 article Ruti Gafni rutigafn@mta.ac.il Dudu Nissim dudpon@gmail.com http://www.informingscience.org/Publications/1980 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2014-01-01 11 073 084 1981 article Kirby McMaster kmcmaster@weber.edu Samuel Sambasivam ssambasivam@apu.edu Stuart Wolthuis stuartlw@byuh.edu http://www.informingscience.org/Publications/1981 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2014-01-01 11 085 100 1982 article Meg Coffin Murray isdoctor@gmail.com Jorge Pérez jperez@kennesaw.edu http://www.informingscience.org/Publications/1982 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2014-01-01 11 101 113 1983 article Wing Shui Ng ngws@ied.edu.hk http://www.informingscience.org/Publications/1983 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2014-01-01 11 115 138 1984 article David North thedavidnorth@gmail.com Kevin A. Johnston kevin.johnston@uct.ac.za Jacques Ophoff jacques.ophoff@uct.ac.za http://www.informingscience.org/Publications/1984 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2014-01-01 11 139 153 1985 article Celina M. Olszak olszak@ue.katowice.pl http://www.informingscience.org/Publications/1985 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2014-01-01 11 155 168 1986 article Waleed Ibrahim Osman walidibrahimosman@gmail.com Mudawi M. Elmusharaf mudawi5@gmail.com http://www.informingscience.org/Publications/1986 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2014-01-01 11 169 190 1987 article Amal Rhema amal.rhema@vu.edu.au Iwona Miliszewska Iwona.Miliszewska@canberra.edu.au http://www.informingscience.org/Publications/1987 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2014-01-01 11 191 201 1988 article Nancy Burns Sardone nsardone@georgian.edu http://www.informingscience.org/Publications/1988 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2014-01-01 11 203 214 1989 article David T Smith David.Smith@iup.edu Azad Ali Azad.Ali@IUP.edu http://www.informingscience.org/Publications/1989 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2014-01-01 11 215 223 1990 article Anne Therese Venables Anne.Venables@vu.edu.au Grace Tan Grace.Tan@vu.edu.au Sunam Pradhan s.pradhan@federation.edu.au http://www.informingscience.org/Publications/1990 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2014-01-01 11 225 237 1991 article Neville Williams Neville.Williams@flinders.edu.au http://www.informingscience.org/Publications/1991 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 i iii 1828 article http://www.informingscience.org/Publications/1828 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 001 015 1793 article Azad Ali Azad.Ali@IUP.edu Dorothy Gracey D.M.Gracey@iup.edu http://www.informingscience.org/Publications/1793 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 017 035 1794 article Albertus A. K. Buitendag BertieBuitendag@gmail.com Frederik Gerhardus Hattingh HattinghFG@tut.ac.za Jacobus S. Van Der Walt vanderWaltJS@tut.ac.za http://www.informingscience.org/Publications/1794 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 037 066 1795 article Aleksandar Bulajic LANB@45.dk Samuel Sambasivam ssambasivam@apu.edu Radoslav Stojic radoslav.stojic@metropolitan.ac.rs http://www.informingscience.org/Publications/1795 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 067 080 1796 article Nicole A. Buzzetto-More nabuzzetto-more@umes.edu http://www.informingscience.org/Publications/1796 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 081 093 1797 article Nicole A. Buzzetto-More nabuzzetto-more@umes.edu http://www.informingscience.org/Publications/1797 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 095 109 1798 article Joseph T. Chao jchao@bgsu.edu Kevin R. Parker parkerkr@isu.edu Bill Davey bill.davey@rmit.edu.au http://www.informingscience.org/Publications/1798 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 111 120 1799 article Dimitar Grozdanov Christozov dchristozov@yahoo.com Stefanka Chukova stefanka@gmail.com Plamen Mateev pmat@fmi.uni-sofia.bg http://www.informingscience.org/Publications/1799 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 121 135 1800 article Andre Constantino da Silva andre.constantino@gmail.com Heloísa Vieira da Rocha heloisavrocha@gmail.com http://www.informingscience.org/Publications/1800 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 137 144 1801 article John P Egan j.egan@auckland.ac.nz http://www.informingscience.org/Publications/1801 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 145 162 1802 article Jim Everett Jim.Everett@uwa.edu.au http://www.informingscience.org/Publications/1802 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 163 174 1803 article Ruti Gafni rutigafn@mta.ac.il Ory Barak obarak@gmail.com http://www.informingscience.org/Publications/1803 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 175 184 1804 article Ruti Gafni rutigafn@mta.ac.il Nitza Geri nitzage@openu.ac.il http://www.informingscience.org/Publications/1804 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 185 193 1805 article Olasunkanmi M Gbadamosi lasungbadamosi@yahoo.com Luke N. Onuoha lkonu@yahoo.com Jonathan Chinaka Nwosu kakajbc@yahoo.com http://www.informingscience.org/Publications/1805 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 195 207 1806 article David Giannetto dgianne@falcon.bgsu.edu Joseph T. Chao jchao@bgsu.edu Anthony Fontana afontan@bgsu.edu http://www.informingscience.org/Publications/1806 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 209 226 1807 article Maria Jose Angelico Goncalves mjose@iscap.ipp.pt Pedro Correia Cravo Pimenta pedroccpimenta@gmail.com Luís Braga lukapt@gmail.com Manuel Perez Cota mpcota@uvigo.es http://www.informingscience.org/Publications/1807 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 227 239 1808 article Vicki L Gregory vlgtampa@aol.com Kiersten Cox cox@usf.edu http://www.informingscience.org/Publications/1808 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 241 259 1809 article Retta Guy rettaguy@yahoo.com Millicent Lownes-Jackson mlownes@tnstate.edu http://www.informingscience.org/Publications/1809 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 261 273 1810 article Kevin A. Johnston kevin.johnston@uct.ac.za http://www.informingscience.org/Publications/1810 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 275 294 1811 article Tendani Lavhengwa lavhengwa@yahoo.co.uk Albertus A. K. Buitendag BertieBuitendag@gmail.com Jacobus S. Van Der Walt vanderWaltJS@tut.ac.za http://www.informingscience.org/Publications/1811 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 295 311 1812 article Michael J. Magro mmagro@su.edu Jason H. Sharp jsharp@tarleton.edu Katie Ryan katie.traveller@gmail.com Sherry D. Ryan sherry.ryan@unt.edu http://www.informingscience.org/Publications/1812 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 313 324 1813 article Elizabeth A McDaniel eamrct@comcast.net http://www.informingscience.org/Publications/1813 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 325 340 1814 article Pollyana Notargiacomo Mustaro polly@mackenzie.br Rogério Rossi rossirogerio@hotmail.com http://www.informingscience.org/Publications/1814 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 341 353 1815 article Syed Jafar Naqvi cce3249@squ.edu.om Hafedh Al-Shihi hafedh@squ.edu.om http://www.informingscience.org/Publications/1815 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 355 365 1816 article Eugenia M. W. Ng Eugenia@ied.edu.hk Ronnie H. Shroff rshroff@hkbu.edu.hk Cher Ping Lim clim@ied.edu.hk http://www.informingscience.org/Publications/1816 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 367 387 1817 article Celina M. Olszak olszak@ue.katowice.pl Tomasz Bartu? tomasz.bartus@ue.katowice.pl http://www.informingscience.org/Publications/1817 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 389 400 1818 article Otusile Oluwabukola buhkieotusile@yahoo.com Oludele Awodele delealways@yahoo.com Chibueze Ogbonna acogbonna06@yahoo.com Ajaegbu Chigozirim chigozirim.ajaegbu@yahoo.com Amarachi Anyaehie amarachi.anyaehie@yahoo.co.uk http://www.informingscience.org/Publications/1818 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 413 429 1819 article Göran Pulkkis goran.pulkkis@arcada.fi Farzan Yazdani farzan.yazdani@gmail.com http://www.informingscience.org/Publications/1819 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 431 448 1820 article Hakikur Rahman hakik@dsi.uminho.pt Isabel Ramos iramos@dsi.uminho.pt http://www.informingscience.org/Publications/1820 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 449 460 1821 article Michael Anthony Ralph michaelralphsr@gmail.com Lynette L. Ralph lralph@xula.edu http://www.informingscience.org/Publications/1821 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 461 472 1822 article Sita Ramakrishnan sita.ramakrishnan@infotech.monash.edu.au Subramania Ramakrishnan ramakri@bigpond.net.au http://www.informingscience.org/Publications/1822 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 473 488 1823 article Sumarie Roodt sumarie.roodt@gmail.com Dominic Peier PRXDOM001@myuct.ac.za http://www.informingscience.org/Publications/1823 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 489 499 1824 article Maria Sagrario Resurreccion Simbulan msrsimbulan@up.edu.ph http://www.informingscience.org/Publications/1824 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 501 523 1825 article Jacques Ophoff jacques.ophoff@uct.ac.za http://www.informingscience.org/Publications/1825 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 525 537 1826 article Stefka Toleva-Stoimenova s_toleva@yahoo.com Dimitar Grozdanov Christozov dchristozov@yahoo.com http://www.informingscience.org/Publications/1826 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2013-01-01 10 539 549 1827 article Ruediger Weissbach ruediger.weissbach@haw-hamburg.de http://www.informingscience.org/Publications/1827 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2012-01-01 9 000 000 1691 article http://www.informingscience.org/Publications/1691 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2012-01-01 9 001 016 1600 article Martiniano Jake III Neri docachmed@gmail.com Arnel Bangis arnel_bangis@yahoo.com Theresa Budlong budlongthesa@yahoo.com Jade Clado preciousjade17@yahoo.com Irish Christine Ebot mcy_musicministry@yahoo.com Analy Fransisco analygales@yahoo.com Minstrel Ignacio minstrel_137@yahoo.com http://www.informingscience.org/Publications/1600 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2012-01-01 9 017 027 1601 article Wing Shui Ng ngws@ied.edu.hk http://www.informingscience.org/Publications/1601 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2012-01-01 9 029 040 1602 article Anne Therese Venables Anne.Venables@vu.edu.au Grace Tan Grace.Tan@vu.edu.au http://www.informingscience.org/Publications/1602 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2012-01-01 9 041 061 1603 article Zoran Mitrovic zmitrovic@uwc.ac.za Mymoena Sharif mymoena1101@gmail.com Wallace J Taylor wallace.j.taylor@gmail.com Harold Wesso haroldw@doc.gov.za http://www.informingscience.org/Publications/1603 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2012-01-01 9 063 073 1604 article Scott Teel scott.teel@usafa.edu Dino Schweitzer dino.schweitzer@gmail.com Stephen Fulton http://www.informingscience.org/Publications/1604 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2012-01-01 9 075 092 1605 article Janice Whatley janwhatley92@gmail.com http://www.informingscience.org/Publications/1605 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2012-01-01 9 093 103 1606 article Joan Richardson joan.richardson@rmit.edu.au Ross Smith rhesmith@netspace.net.au Audra Lukaitis Audra.Lukaitis@RMIT.edu.au Ryan O'Hare http://www.informingscience.org/Publications/1606 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2012-01-01 9 105 114 1607 article Siong Meng Albert Tay fmly_tay@yahoo.com http://www.informingscience.org/Publications/1607 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2012-01-01 9 115 124 1608 article Kyle Lutes kdlutes@DelMarSD.com http://www.informingscience.org/Publications/1608 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2012-01-01 9 125 134 1609 article Ales Popovic ales.popovic@ef.uni-lj.si Andreja Habjan andrejahabjan@gmail.com http://www.informingscience.org/Publications/1609 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2012-01-01 9 135 147 1610 article Geoffrey Z. Liu Geoffrey.Liu@sjsu.edu http://www.informingscience.org/Publications/1610 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2012-01-01 9 149 160 1611 article Amal Rhema amal.rhema@vu.edu.au Iwona Miliszewska Iwona.Miliszewska@canberra.edu.au http://www.informingscience.org/Publications/1611 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2012-01-01 9 161 175 1612 article Olga Ormandjieva ormandj@encs.concordia.ca May El Barachi may.elbarachi@zu.ac.ae http://www.informingscience.org/Publications/1612 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2012-01-01 9 177 186 1613 article Ina Blau ina.blau@gmail.com Tami Neuthal tamine@openu.ac.il http://www.informingscience.org/Publications/1613 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2012-01-01 9 187 194 1615 article Pao-Nan Chou sigurdchou@gmail.com http://www.informingscience.org/Publications/1615 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2012-01-01 9 195 207 1616 article Lily Wong lily.wong@vu.edu.au http://www.informingscience.org/Publications/1616 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2012-01-01 9 209 219 1617 article Michael Jones mjones.michael@gmail.com http://www.informingscience.org/Publications/1617 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2012-01-01 9 221 241 1618 article Albertus A. K. Buitendag BertieBuitendag@gmail.com Jacobus S. Van Der Walt vanderWaltJS@tut.ac.za Tumelo Malebane MalebaneT@tut.ac.za Lizette de Jager deJagerL@tut.ac.za http://www.informingscience.org/Publications/1618 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2012-01-01 9 243 251 1619 article Simon Collin collin.simon@uqam.ca Thierry Karsenti thierry.karsenti@umontreal.ca http://www.informingscience.org/Publications/1619 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2012-01-01 9 253 265 1620 article Dimitar Grozdanov Christozov dchristozov@yahoo.com Stefanka Chukova stefanka@gmail.com Plamen Mateev pmat@fmi.uni-sofia.bg http://www.informingscience.org/Publications/1620 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2012-01-01 9 267 276 1621 article Yoram Eshet-Alkalai yorames@openu.ac.il http://www.informingscience.org/Publications/1621 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2012-01-01 9 277 295 1622 article Ewa Ziemba ewa.ziemba@ue.katowice.pl Celina M. Olszak olszak@ue.katowice.pl http://www.informingscience.org/Publications/1622 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2012-01-01 9 297 315 1623 article James N. Oigara oigaraj@canisius.edu Nancy Wallace Wallacen@canisius.edu http://www.informingscience.org/Publications/1623 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2012-01-01 9 317 329 1624 article Kirby McMaster kmcmaster@weber.edu Samuel Sambasivam ssambasivam@apu.edu Steven Hadfield steven.hadfield@usafa.edu Stuart Wolthuis stuartlw@byuh.edu http://www.informingscience.org/Publications/1624 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2012-01-01 9 331 349 1625 article Olga Ormandjieva ormandj@encs.concordia.ca May El Barachi may.elbarachi@zu.ac.ae Adel Khelifi a.khelifi@alhosnu.ae http://www.informingscience.org/Publications/1625 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2012-01-01 9 351 360 1626 article Robert Thomas Mason rmason@regis.edu Timothy J. Ellis ellist@nova.edu http://www.informingscience.org/Publications/1626 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2012-01-01 9 361 368 1627 article Folake Esther Olayiwola folakeolayiwola@yahoo.com Damilola Oyewo dammyoyewo@yahoo.com A.O. Oluwatope aoluwato@oauife.edu.ng G. Adesola Aderounmu gaderoun@oauife.edu.ng Emmanuel Rotimi Adagunodo eadagun@oauife.edu.ng http://www.informingscience.org/Publications/1627 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2012-01-01 9 369 383 1628 article Jonny Karlsson jonny.karlsson@arcada.fi Laurence S. Dooley l.s.dooley@open.ac.uk Göran Pulkkis goran.pulkkis@arcada.fi http://www.informingscience.org/Publications/1628 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2012-01-01 9 385 397 1614 article Samuel Utulu samuel.utulu@uct.ac.za Omolara Bolarinwa bolarinwaaduni@yahoo.com http://www.informingscience.org/Publications/1614 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2012-01-01 9 399 409 1690 article Azad Ali Azad.Ali@IUP.edu http://www.informingscience.org/Publications/1690 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2011-01-01 8 1433 article http://www.informingscience.org/Publications/1433 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2011-01-01 8 001 011 1400 article Viveca Asproth viveca.asproth@miun.se Christina Amcoff Nyström christina.nystrom@miun.se Hanna Olsson hanna.olsson@miun.se Lena-Maria Öberg lena-maria.oberg@miun.se http://www.informingscience.org/Publications/1400 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2011-01-01 8 013 023 1401 article Lorraine Staehr l.staehr@latrobe.edu.au Graeme Byrne g.byrne@latrobe.edu.au http://www.informingscience.org/Publications/1401 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2011-01-01 8 025 036 1402 article Martiniano Jake III Neri docachmed@gmail.com Adrian Ranido aranido@yahoo.com http://www.informingscience.org/Publications/1402 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2011-01-01 8 037 047 1403 article Iwona Miliszewska Iwona.Miliszewska@canberra.edu.au Ewa Sztendur Ewa.Sztendur@live.vu.edu.au http://www.informingscience.org/Publications/1403 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2011-01-01 8 049 060 1404 article Meg Coffin Murray isdoctor@gmail.com Jorge Pérez jperez@kennesaw.edu http://www.informingscience.org/Publications/1404 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2011-01-01 8 061 076 1405 article Amal Rhema amal.rhema@vu.edu.au Iwona Miliszewska Iwona.Miliszewska@canberra.edu.au http://www.informingscience.org/Publications/1405 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2011-01-01 8 077 092 1406 article Ismar Frango Silveira ismar@mackenzie.br Carlos Fernando Araújo Jr carlos.araujo@cruzeirodosul.edu.br Jaime Veiga jaime.veiga@cruzeirodosul.edu.br Luis Bezerra luis.naito@cruzeirodosul.edu.br Leonardo Kasperavicius leonardo@instantgames.com.br 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Ng Eugenia@ied.edu.hk http://www.informingscience.org/Publications/1189 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2010-01-01 7 025 039 1190 article Audra Lukaitis Audra.Lukaitis@RMIT.edu.au Bill Davey bill.davey@rmit.edu.au http://www.informingscience.org/Publications/1190 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2010-01-01 7 041 059 1191 article Oludele Awodele delealways@yahoo.com Sunday Idowu Saidowu06@hotmail.com Vincent Jonah Joshua jvjoshua@hotmail.com Omotola Anjorin anjorin_jnr@hotmail.com Adebunmi Adedire bunmie_me@yahoo.com Victoria Akpore vicakpore@yahoo.couk http://www.informingscience.org/Publications/1191 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2010-01-01 7 061 072 1192 article Regina Benton rbento@ubalt.edu Lourdes White lwhite@ubalt.edu http://www.informingscience.org/Publications/1192 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2010-01-01 7 073 087 1193 article Azzedine Lansari Azzedine1@yahoo.com Abdallah Tubaishat abdallah.tubaishat@zu.ac.ae Akram Mahmoud Al-Rawi amalrawi@gmail.com http://www.informingscience.org/Publications/1193 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2010-01-01 7 089 098 1194 article John Lenarcic John.Lenarcic@rmit.edu.au Joan Richardson joan.richardson@rmit.edu.au http://www.informingscience.org/Publications/1194 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2010-01-01 7 099 108 1195 article Joze Kuzic Joze.Kuzic@infotech.monash.edu.au George Giannatos george.giannatos@aemo.com.au Tanja Vignjevic tvig1@student.monash.edu http://www.informingscience.org/Publications/1195 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2010-01-01 7 109 131 1196 article Paul Nieuwenhuysen Paul.Nieuwenhuysen@vub.ac.be http://www.informingscience.org/Publications/1196 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2010-01-01 7 133 143 1197 article David Banks traveldab@gmail.com Christopher Stewart christopher.stewart@unisa.edu.au Michael Gendron gendronm@ccsu.edu http://www.informingscience.org/Publications/1197 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2010-01-01 7 145 159 1198 article Siong Meng Albert Tay fmly_tay@yahoo.com http://www.informingscience.org/Publications/1198 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2010-01-01 7 161 189 1199 article Marise-Marie D'costa-Alphonso Marise.Alphonso@gmail.com Michael Lane Michael.Lane@usq.edu.au http://www.informingscience.org/Publications/1199 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2010-01-01 7 191 207 1200 article Božo Nikolic direktor@vtsns.edu.rs Ljiljana Ruzic-Dimitrijevic ljdimitrijevic@gmail.com http://www.informingscience.org/Publications/1200 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2010-01-01 7 209 224 1201 article Azad Ali Azad.Ali@IUP.edu Charles Shubra charles.shubra@iup.ac.za http://www.informingscience.org/Publications/1201 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2010-01-01 7 225 234 1202 article Doris G. 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W. Ma adamaww@netvigator.com http://www.informingscience.org/Publications/1043 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 087 099 1044 article Raafat George Saadé rsaade@jmsb.concordia.ca Qiong Huang qiongh@gmail.com http://www.informingscience.org/Publications/1044 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 101 112 1045 article Emmanuel Rotimi Adagunodo eadagun@oauife.edu.ng Oludele Awodele delealways@yahoo.com Sunday Idowu Saidowu06@hotmail.com http://www.informingscience.org/Publications/1045 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 113 126 1046 article Pao-Nan Chou sigurdchou@gmail.com Wei-Fan Chen weifan@psu.edu http://www.informingscience.org/Publications/1046 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 127 142 1047 article Jeetendre Narsoo jnarsoo@utm.intnet.mu Wasseem A. Muslun muslun@gmail.com Mohammad Sameer Sunhaloo sameer.s@utm.intnet.mu http://www.informingscience.org/Publications/1047 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 143 151 1049 article Dimitar Grozdanov Christozov dchristozov@yahoo.com Stoyan Denchev dstoyan@hotmail.com Stefka Toleva-Stoimenova s_toleva@yahoo.com http://www.informingscience.org/Publications/1049 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 153 178 1050 article Said Hadjerrouit Said.Hadjerrouit@uia.no http://www.informingscience.org/Publications/1050 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 179 191 1051 article Dale MacKrell dale.mackrell@canberra.edu.au http://www.informingscience.org/Publications/1051 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 193 199 1052 article Iwona Miliszewska Iwona.Miliszewska@canberra.edu.au Anne Therese Venables Anne.Venables@vu.edu.au Grace Tan Grace.Tan@vu.edu.au http://www.informingscience.org/Publications/1052 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 201 211 1053 article Meg Coffin Murray isdoctor@gmail.com Mario Guimaraes mguimara@kennesaw.edu http://www.informingscience.org/Publications/1053 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 213 225 1054 article Celina M. Olszak olszak@ue.katowice.pl Ewa Ziemba ewa.ziemba@ue.katowice.pl http://www.informingscience.org/Publications/1054 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 227 240 1055 article Shana R. Ponelis ponelis@uwm.edu http://www.informingscience.org/Publications/1055 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 241 255 1056 article Paul H. Rosenthal prosent@calstatela.edu L. Jane Park jpark@calstatela.edu http://www.informingscience.org/Publications/1056 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 257 268 1057 article Abdallah Tubaishat abdallah.tubaishat@zu.ac.ae http://www.informingscience.org/Publications/1057 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 269 283 1058 article Oludele Awodele delealways@yahoo.com Sunday Idowu Saidowu06@hotmail.com Omotola Anjorin anjorin_jnr@hotmail.com Adebunmi Adedire bunmie_me@yahoo.com Victoria Akpore vicakpore@yahoo.couk http://www.informingscience.org/Publications/1058 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 285 298 1059 article Nicole A. Buzzetto-More nabuzzetto-more@umes.edu Ojiabo Ukoha oukoha@umes.edu http://www.informingscience.org/Publications/1059 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 299 308 1060 article Mohammad Sameer Sunhaloo sameer.s@utm.intnet.mu Jeetendre Narsoo jnarsoo@utm.intnet.mu A. Gopaul agopaul002@yahoo.com http://www.informingscience.org/Publications/1060 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 309 322 1061 article Lily Wong lily.wong@vu.edu.au Arthur Tatnall arthur.tatnall@vu.edu.au http://www.informingscience.org/Publications/1061 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 323 337 1062 article Timothy J. Ellis ellist@nova.edu Yair Levy levyy@nova.edu http://www.informingscience.org/Publications/1062 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 339 349 1063 article Mohamad Al-Laham laham1st@yahoo.com Haroon Al-Tarwneh haroon@teacher.com Najwan Abdallat najwan_sultan@yahoo.com http://www.informingscience.org/Publications/1063 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 351 364 1064 article Dimitar Grozdanov Christozov dchristozov@yahoo.com Stefanka Chukova stefanka@gmail.com Plamen Mateev pmat@fmi.uni-sofia.bg http://www.informingscience.org/Publications/1064 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 365 372 1065 article Andrzej Malachowski andrzej.malachowski@ue.wroc.pl http://www.informingscience.org/Publications/1065 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 373 393 1066 article Wole Michael Olatokun woleabbeyolatokun@yahoo.co.uk Louisa Joyce Igbinedion eagleviewng@yahoo.com http://www.informingscience.org/Publications/1066 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 395 404 1067 article Olufunke R. Vincent vincent.rebecca@gmail.com Olusegun Folorunso folorunsolusegun@yahoo.com Adebayo D. Akinde http://www.informingscience.org/Publications/1067 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 405 413 1068 article Weijun Zheng zheng@uwp.edu http://www.informingscience.org/Publications/1068 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 415 420 1069 article Philip Olu Jegede pojegede@oauife.edu.ng http://www.informingscience.org/Publications/1069 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 421 436 1070 article Jacobus S. Van Der Walt vanderWaltJS@tut.ac.za Albertus A. K. Buitendag BertieBuitendag@gmail.com Jan J. Zaaiman Jannie.zaaiman@univen.ac.za Joey Jansen Van Vuuren jvvuuren@techpta.ac.za http://www.informingscience.org/Publications/1070 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 437 448 1071 article Robert Joseph Skovira skovira@rmu.edu http://www.informingscience.org/Publications/1071 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 449 460 1072 article Shouhong Wang swang@umassd.edu http://www.informingscience.org/Publications/1072 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 461 470 1073 article Gary J DeLorenzo delorenzo@calu.edu Frederick Gregg Kohun Kohun@rmu.edu Vladimir Burcik burcik@ilearn.sk Alzbeta Belanova belanova.bet@gmail.com Robert Joseph Skovira skovira@rmu.edu http://www.informingscience.org/Publications/1073 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 471 478 1074 article Michelle WL Fong michelle.fong@vu.edu.au http://www.informingscience.org/Publications/1074 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 479 496 1075 article Wole Michael Olatokun woleabbeyolatokun@yahoo.co.uk http://www.informingscience.org/Publications/1075 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 497 515 1076 article Chakkrit Snae Michael Brückner michaelb@nu.ac.th http://www.informingscience.org/Publications/1076 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 517 529 1078 article Azad Ali Azad.Ali@IUP.edu http://www.informingscience.org/Publications/1078 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 531 543 1079 article Magdy M. Kabeil kabeil@sharjah.ac.ae http://www.informingscience.org/Publications/1079 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 545 556 1080 article Hallgeir Nilsen Hallgeir.Nilsen@hia.no http://www.informingscience.org/Publications/1080 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 557 574 1081 article Sita Ramakrishnan sita.ramakrishnan@infotech.monash.edu.au http://www.informingscience.org/Publications/1081 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 575 583 1082 article Gholamreza Fadaie ghfadaie@ut.ac.ir http://www.informingscience.org/Publications/1082 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 585 593 1083 article Vishwa Vangari Mohan drvvm321@yahoo.com Vahideh Zarea Gavgani vgavgani@yahoo.com http://www.informingscience.org/Publications/1083 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 595 615 1084 article Božo Nikolic direktor@vtsns.edu.rs Ljiljana Ruzic-Dimitrijevic ljdimitrijevic@gmail.com http://www.informingscience.org/Publications/1084 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 617 629 1085 article Olutayo Bamidele Ajayi tayoajayi@yahoo.co.uk Adebayo D. Akinde Adio Taofiki Akinwale aatakinwale@yahoo.com http://www.informingscience.org/Publications/1085 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 631 647 1086 article Oludele Awodele delealways@yahoo.com Sunday Idowu Saidowu06@hotmail.com Omotola Anjorin anjorin_jnr@hotmail.com Vincent Jonah Joshua jvjoshua@hotmail.com http://www.informingscience.org/Publications/1086 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 649 667 1087 article Martin Ehmke martin.ehmke@gmail.com Harri Forsgren hforsgre@cs.helsinki.fi Kaj J. Grahn kaj.grahn@arcada.fi Jonny Karlsson jonny.karlsson@arcada.fi Timo Karvi karvi@cs.helsinki.fi Göran Pulkkis goran.pulkkis@arcada.fi http://www.informingscience.org/Publications/1087 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 669 682 1088 article S. Adebukola Onashoga onashogasa@unaab.edu.ng Adebayo D. Akinde Adesina S. Sodiya sinaronke@yahoo.co.uk http://www.informingscience.org/Publications/1088 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 683 698 1089 article Fjodor Ruzic Fjodor.Ruzic@open.hr http://www.informingscience.org/Publications/1089 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 699 706 1090 article Adesina S. Sodiya sinaronke@yahoo.co.uk S. Adebukola Onashoga onashogasa@unaab.edu.ng http://www.informingscience.org/Publications/1090 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 707 722 1091 article Nancy A. Inskeep inskeepn@hotmail.com Bettie C. Hall hallbe@mail.uc.edu http://www.informingscience.org/Publications/1091 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 723 729 1092 article Sharlett Gillard sgillard@usi.edu http://www.informingscience.org/Publications/1092 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 731 740 1093 article V.Lakshmi Narasimhan vlnsimhan60@gmail.com P. T. Parthasarathy M. Das manik.das@wku.edu http://www.informingscience.org/Publications/1093 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 741 753 1094 article Antonio Cartelli antonio.cartelli@alice.it http://www.informingscience.org/Publications/1094 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 755 769 1095 article Ruti Gafni rutigafn@mta.ac.il http://www.informingscience.org/Publications/1095 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 771 777 1096 article Philip Olu Jegede pojegede@oauife.edu.ng http://www.informingscience.org/Publications/1096 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 779 794 1097 article Vladimir S Jotsov bgimcssmc@gmail.com http://www.informingscience.org/Publications/1097 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 795 808 1098 article Michael Lane Michael.Lane@usq.edu.au Angela Howard Angela.Howard@usq.edu.au Srecko Howard Srecko.Howard@usq.edu.au http://www.informingscience.org/Publications/1098 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 809 815 1099 article Scott Mensch smensch@iup.edu Azad Ali Azad.Ali@IUP.edu http://www.informingscience.org/Publications/1099 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 817 824 1100 article Syed Jafar Naqvi cce3249@squ.edu.om Hafedh Al-Shihi hafedh@squ.edu.om http://www.informingscience.org/Publications/1100 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 825 836 1101 article Kirby McMaster kmcmaster@weber.edu Samuel Sambasivam ssambasivam@apu.edu Nicole Anderson nanderson@winona.edu http://www.informingscience.org/Publications/1101 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 837 844 1102 article Moshe Pelleh mpelleh@yahoo.com http://www.informingscience.org/Publications/1102 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 845 853 1103 article Audra Lukaitis Audra.Lukaitis@RMIT.edu.au Bill Davey bill.davey@rmit.edu.au http://www.informingscience.org/Publications/1103 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 855 861 1104 article Andrzej Malachowski andrzej.malachowski@ue.wroc.pl Paulina Przygrodzka paulina.przygrodzka@gmail.com http://www.informingscience.org/Publications/1104 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 863 875 1105 article Robert Thomas Mason rmason@regis.edu Timothy J. Ellis ellist@nova.edu http://www.informingscience.org/Publications/1105 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 877 886 1077 article Malik Sikander Hayat Khiyal m.sikandarhayat@yahoo.com Aihab Khan aihabkhan@yahoo.com Amna Bibi gul_star3@yahoo.com http://www.informingscience.org/Publications/1077 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2009-01-01 6 887 894 1048 article Malik Sikander Hayat Khiyal m.sikandarhayat@yahoo.com Aihab Khan aihabkhan@yahoo.com Erum Shehzadi engr_erum@yahoo.com http://www.informingscience.org/Publications/1048 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 001 010 991 article Marilyn Ford mfordster@gmail.com Tony Jewels tonyjewels@agu.ac.ae http://www.informingscience.org/Publications/991 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 011 028 992 article Douglas R. Vogel vogel.doug@gmail.com Maxwell Guo maxwell@mail.ustc.edu.cn Zhongyun (Phil) Zhou philzhou@tongji.edu.cn Stella Tian stellat@mail.ustc.edu.cn Zhongyun (Phil) Zhou philzhou@tongji.edu.cn http://www.informingscience.org/Publications/992 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 029 049 993 article Richard Luyinda rluyinda@gmail.com Marlien Herselman mherselman@csir.co.za Gerrit Botha http://www.informingscience.org/Publications/993 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 051 060 994 article Janice C. Sipior janice.sipior@villanova.edu Burke T. Ward burke.ward@villanova.edu http://www.informingscience.org/Publications/994 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 061 072 995 article Azad Ali Azad.Ali@IUP.edu Frederick Gregg Kohun Kohun@rmu.edu http://www.informingscience.org/Publications/995 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 073 085 996 article John C. Beachboard beach@isu.edu Alma Cole alma@almacole.com Mike Mellor michael@mellorsecurity.com Steven Hernandez hernstev@gmail.com Kregg Aytes kregg.aytes@montana.edu Nelson Massad nmassd@fau.edu http://www.informingscience.org/Publications/996 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 087 094 997 article Dimitar Grozdanov Christozov dchristozov@yahoo.com Stoyan Denchev dstoyan@hotmail.com Stefka Toleva-Stoimenova s_toleva@yahoo.com Katya Rasheva-Yordanova katia_rasheva@gbg.bg http://www.informingscience.org/Publications/997 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 095 106 998 article Arthur Tatnall arthur.tatnall@vu.edu.au Mohini Singh Mohini.Singh@rmit.edu.au Stephen Burgess Stephen.Burgess@vu.edu.au Bill Davey bill.davey@rmit.edu.au http://www.informingscience.org/Publications/998 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 107 126 999 article Seta Boghikian-Whitby swhitby@laverne.edu Yehia Mortagy bmortagy@yahoo.com http://www.informingscience.org/Publications/999 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 127 135 1000 article Stacy Kluge skluge@georgiasouthern.edu Liz Riley Liz.Riley@MaconState.edu http://www.informingscience.org/Publications/1000 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 137 147 1001 article Raafat George Saadé rsaade@jmsb.concordia.ca Weiwei Tan Fassil Nebebe fnebebe@jmsb.concordia.ca http://www.informingscience.org/Publications/1001 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 149 163 1002 article Retta Guy rettaguy@yahoo.com Craig Wishart cwishart@uncfsu.edu http://www.informingscience.org/Publications/1002 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 165 175 1003 article Irit Alony iritalony@gmail.com Michael Jones mjones.michael@gmail.com http://www.informingscience.org/Publications/1003 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 177 196 1004 article Tanja Krunic takrunic@gmail.com Ljiljana Ruzic-Dimitrijevic ljdimitrijevic@gmail.com http://www.informingscience.org/Publications/1004 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 197 208 1005 article Julian Terry http://www.informingscience.org/Publications/1005 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 209 231 1006 article Azad Ali Azad.Ali@IUP.edu Scott Mensch smensch@iup.edu http://www.informingscience.org/Publications/1006 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 233 259 1007 article Said Hadjerrouit Said.Hadjerrouit@uia.no http://www.informingscience.org/Publications/1007 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 261 266 1008 article Philip Olu Jegede pojegede@oauife.edu.ng http://www.informingscience.org/Publications/1008 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 267 279 1009 article Yuka Kata yuka@aiit.ac.jp Yukio Namba namba-yukio@BADEMAIL.aiit.ac.jp http://www.informingscience.org/Publications/1009 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 281 295 1010 article Mikko-Jussi Laakso Lauri Malmi Ari Korhonen archie@cs.hut.fi Teemu Rajala Erkki Kaila erkki.kaila@utu.fi Tapio Salakoski http://www.informingscience.org/Publications/1010 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 297 310 1011 article Dorothy Langley dorothy.langley@weizmann.ac.il Miki Ronen ronen@hit.ac.il Shlomit Ben Shachar shlomitbensh@gmail.com http://www.informingscience.org/Publications/1011 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 311 323 1012 article Iwona Miliszewska Iwona.Miliszewska@canberra.edu.au Anne Therese Venables Anne.Venables@vu.edu.au Grace Tan Grace.Tan@vu.edu.au http://www.informingscience.org/Publications/1012 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 325 334 1013 article Eugenia M. W. Ng Eugenia@ied.edu.hk http://www.informingscience.org/Publications/1013 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 335 351 1014 article Celina M. Olszak olszak@ue.katowice.pl Ewa Ziemba ewa.ziemba@ue.katowice.pl http://www.informingscience.org/Publications/1014 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 355 393 1015 article Stavroula Patsiomitou spatsiomitou@sch.gr http://www.informingscience.org/Publications/1015 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 395 408 1016 article Moshe Pelleh mpelleh@yahoo.com Bruria Haberman Bruria.Haberman@weizmann.ac.il Tammy Rosenthal tammy.ros@gmail.com John English je@brighton.ac.uk http://www.informingscience.org/Publications/1016 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 409 422 1017 article Azad Ali Azad.Ali@IUP.edu http://www.informingscience.org/Publications/1017 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 423 432 1018 article Olga Petkova petkovao@ccsu.edu Doncho Petkov petkovd@easternct.edu Marriane J. D'onofrio donofrio@ccsu.edu http://www.informingscience.org/Publications/1018 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 433 446 1019 article Michael Jones mjones.michael@gmail.com Irit Alony iritalony@gmail.com http://www.informingscience.org/Publications/1019 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 447 457 1020 article Mahendrenath Motah mmotah@umail.utm.ac.mu http://www.informingscience.org/Publications/1020 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 459 475 1021 article Niranjala D. Weerakkody ninaw@deakin.edu.au http://www.informingscience.org/Publications/1021 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 477 485 1022 article Andrew Moshirnia amoshirn@ku.edu http://www.informingscience.org/Publications/1022 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 487 498 1023 article Alex Koohang Alex.Koohang@MaconState.edu Kevin S. Floyd kevin.floyd@maconstate.edu Julie Santiago julie.santiago@maconstate.edu Steven Greene steve.greene@maconstate.edu Keith Harman keith.harman@okbu.edu http://www.informingscience.org/Publications/1023 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 499 511 1024 article Gholamreza Fadaie ghfadaie@ut.ac.ir http://www.informingscience.org/Publications/1024 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 513 524 1025 article Kevin R. Parker parkerkr@isu.edu Robert Francis Williams rwilliams@amnet.net.au Philip S. Nitse nitsphil@isu.edu Siong Meng Albert Tay fmly_tay@yahoo.com http://www.informingscience.org/Publications/1025 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 525 542 1026 article Ala M. Abu-Samaha ala_samaha@yahoo.com Rima Shishakly rima84@hotmail.com http://www.informingscience.org/Publications/1026 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 543 551 1027 article Bill Davey bill.davey@rmit.edu.au Chris Cope c.cope@latrobe.edu.au http://www.informingscience.org/Publications/1027 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 553 569 1028 article Harald Fardal haf@hive.no Jan-Oddvar Sørnes Jan-Oddvar.Sornes@uin.no http://www.informingscience.org/Publications/1028 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 571 590 1029 article Kenneth A. Grant kagrant@ryerson.ca Candace Grant ctgrant@ryerson.ca http://www.informingscience.org/Publications/1029 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 591 599 1030 article Raafat George Saadé rsaade@jmsb.concordia.ca Weiwei Tan Dennis Kira dkira@jmsb.concordia.ca http://www.informingscience.org/Publications/1030 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 601 621 1031 article Ignacio Soret ignacio.soret@esic.es Carmen De Pablos Heredero carmen.depablos@urjc.es Jose Luis Montes Botella joseluis.montes@urjc.es http://www.informingscience.org/Publications/1031 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 623 643 1032 article Jeetendre Narsoo jnarsoo@utm.intnet.mu Nawaz Mohamudally alimohamudally@utm.intnet.mu http://www.informingscience.org/Publications/1032 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 645 655 1033 article Olufade F. Williams Onifade fadowilly@yahoo.com G. Adesola Aderounmu gaderoun@oauife.edu.ng Oluwasikemi Tayo silverkid2be@yahoo.com http://www.informingscience.org/Publications/1033 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 657 666 1034 article Firas M. Alkhaldi falkhaldi@aabfs.org Mohammad Olaimat molaimat@aabfs.org http://www.informingscience.org/Publications/1034 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 667 677 1035 article Dimitar Grozdanov Christozov dchristozov@yahoo.com Stefanka Chukova stefanka@gmail.com Plamen Mateev pmat@fmi.uni-sofia.bg http://www.informingscience.org/Publications/1035 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 679 704 1036 article the late Zbigniew J. Gackowski ZGackowski@csustan.edu http://www.informingscience.org/Publications/1036 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 705 727 1037 article Panagiotis Petratos ppetratos@csustan.edu http://www.informingscience.org/Publications/1037 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2008-01-01 5 729 740 1038 article Habib Karimpoor ha_karimpoor@yahoo.com Mohsen Sadighi Moshkenani sadighim@cc.iut.ac.ir Ayaz Isazadeh isazadeh@ tabrizu.ac.ir http://www.informingscience.org/Publications/1038 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 001 014 928 article Antonio Cartelli antonio.cartelli@alice.it http://www.informingscience.org/Publications/928 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 015 028 929 article Ricardo Cattafi rcattafi@gmail.com Christiane Metzner christiane.metzner@gmail.com http://www.informingscience.org/Publications/929 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 029 043 930 article Mariana Hentea mhentea@excelsior.edu http://www.informingscience.org/Publications/930 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 045 052 931 article Robert Joseph Skovira skovira@rmu.edu http://www.informingscience.org/Publications/931 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 053 061 932 article Adesina S. Sodiya sinaronke@yahoo.co.uk S. Adebukola Onashoga onashogasa@unaab.edu.ng B. A. Oladunjoye oladunjoyeak@yahoo.com http://www.informingscience.org/Publications/932 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 063 072 933 article Adrie Stander Adrie.Stander@uct.ac.za Kevin A. Johnston kevin.johnston@uct.ac.za http://www.informingscience.org/Publications/933 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 073 089 934 article Sita Ramakrishnan sita.ramakrishnan@infotech.monash.edu.au http://www.informingscience.org/Publications/934 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 091 104 935 article Jim Everett Jim.Everett@uwa.edu.au http://www.informingscience.org/Publications/935 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 105 123 936 article Mike Hart mike.hart@uct.ac.za Farhan Esat estfar001@mail.uct.ac.za Michael Rocha rchmic012@mail.uct.ac.za Zaid Khatieb khtzai002@mail.uct.ac.za http://www.informingscience.org/Publications/936 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 125 131 937 article Abdulkarim A. 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Grahn kaj.grahn@arcada.fi Jonny Karlsson jonny.karlsson@arcada.fi Göran Pulkkis goran.pulkkis@arcada.fi http://www.informingscience.org/Publications/938 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 153 162 939 article Stephen Elliott elliott@purdue.edu Teresa Rishel trishel@kent.edu http://www.informingscience.org/Publications/939 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 163 174 940 article Nitza Geri nitzage@openu.ac.il David Gefen gefend@drexel.edu http://www.informingscience.org/Publications/940 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 175 187 941 article Cristina Chuva Costa chuva@isec.pt Paulo Rupino Da Cunha rupino@dei.uc.pt http://www.informingscience.org/Publications/941 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 189 199 942 article Pollyana Notargiacomo Mustaro polly@mackenzie.br http://www.informingscience.org/Publications/942 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 201 210 943 article Viktorija Sulcic viktorija.sulcic@fm-kp.si Alja Sulcic alja.sulcic@gmail.com http://www.informingscience.org/Publications/943 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 211 225 944 article Joerg Evermann jevermann@mcs.vuw.ac.nz Val Hooper val.hooper@vuw.ac.nz Pak Yoong Janet Toland janet.toland@vuw.ac.nz Eusebio Scornavacca eusebio.scornavacca@vuw.ac.nz http://www.informingscience.org/Publications/944 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 227 234 945 article Emmanuel Rotimi Adagunodo eadagun@oauife.edu.ng Oludele Awodele delealways@yahoo.com Olutayo Bamidele Ajayi tayoajayi@yahoo.co.uk http://www.informingscience.org/Publications/945 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 235 249 946 article Dimitar Grozdanov Christozov dchristozov@yahoo.com Stefanka Chukova stefanka@gmail.com Plamen Mateev pmat@fmi.uni-sofia.bg http://www.informingscience.org/Publications/946 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 251 260 947 article Sudesh M. Duggal duggals@nku.edu Carl Simkonis Simkonisca@nku.edu http://www.informingscience.org/Publications/947 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 261 267 948 article Volkmar Haase vhaase@ist.tugraz.at Josef Smolle josef.smolle@medunigraz.at Stefan Vejda stv@hms.org Reinhard Staber reinhard.staber@medunigraz.at Christian Steinmann cs@hms.org Ingomar Wascher iw@hms.org http://www.informingscience.org/Publications/948 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 269 276 949 article Cecille Marsh cmarsh@wsu.ac.za http://www.informingscience.org/Publications/949 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 277 289 950 article Iwona Miliszewska Iwona.Miliszewska@canberra.edu.au Grace Tan Grace.Tan@vu.edu.au http://www.informingscience.org/Publications/950 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 291 306 951 article Elena Stamatova elenasta@ifi.uio.no Jens Kaasbøll jensj@ifi.uio.no http://www.informingscience.org/Publications/951 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 307 312 952 article Loredana La Vecchia lvl@carid.unife.it Marco Pedroni marco.pedroni@unife.it http://www.informingscience.org/Publications/952 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 313 326 953 article Edson P. P. Pimentel edson.p.pimentel@gmail.com Nizam Omar omar@mackenzie.br http://www.informingscience.org/Publications/953 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 327 342 954 article Retta Guy rettaguy@yahoo.com Nicole A. Buzzetto-More nabuzzetto-more@umes.edu http://www.informingscience.org/Publications/954 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 343 351 955 article Glen Van Der Vyver vandervy@usq.edu.au http://www.informingscience.org/Publications/955 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 353 363 956 article Azad Ali Azad.Ali@IUP.edu Frederick Gregg Kohun Kohun@rmu.edu http://www.informingscience.org/Publications/956 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 365 379 957 article Martine Robinson Beachboard beacmart@isu.edu http://www.informingscience.org/Publications/957 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 381 393 958 article Vladimir Burcik burcik@ilearn.sk Frederick Gregg Kohun Kohun@rmu.edu Robert Joseph Skovira skovira@rmu.edu http://www.informingscience.org/Publications/958 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 395 406 959 article Jeremy Fowler jj2fowler@hotmail.com Pat Horan P.Horan@latrobe.edu.au Chris Cope c.cope@latrobe.edu.au http://www.informingscience.org/Publications/959 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 407 419 960 article Michael Jones mjones.michael@gmail.com Irit Alony iritalony@gmail.com http://www.informingscience.org/Publications/960 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 421 429 962 article John E. Merchant merchant.j@lynchburg.edu Sylnovie Merchant merchant.s@lynchburg.edu http://www.informingscience.org/Publications/962 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 431 443 961 article Sylnovie Merchant merchant.s@lynchburg.edu http://www.informingscience.org/Publications/961 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 445 459 963 article Hernan Jogler hjoglar@gio.etsit.upm.es Julian Chaparro chaparro@gio.etsit.upm.es http://www.informingscience.org/Publications/963 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 461 471 964 article Azzedine Lansari Azzedine1@yahoo.com Abdallah Tubaishat abdallah.tubaishat@zu.ac.ae Akram Mahmoud Al-Rawi amalrawi@gmail.com http://www.informingscience.org/Publications/964 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 473 490 965 article Cornelia Brodahl Cornelia.Brodahl@uia.no Marit Fagernes Marit.Fagernes@hia.no Said Hadjerrouit Said.Hadjerrouit@uia.no http://www.informingscience.org/Publications/965 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 491 501 966 article Stuart Garner s.garner@ecu.edu.au http://www.informingscience.org/Publications/966 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 503 510 967 article Frank Kurzel Frank.Kurzel@unisa.edu.au Michelle Rath Michell.Rath@unisa.edu.au http://www.informingscience.org/Publications/967 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 511 521 968 article Andrew Moshirnia amoshirn@ku.edu http://www.informingscience.org/Publications/968 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 523 534 969 article Riikka Vuokko riikka.vuokko@utu.fi Pia Berg pia.berg@utu.fi http://www.informingscience.org/Publications/969 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 535 544 970 article Alex Koohang Alex.Koohang@MaconState.edu Keith Harman keith.harman@okbu.edu http://www.informingscience.org/Publications/970 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 545 560 971 article Hamilton De Matos hamilton.matos@accenture.com Pollyana Notargiacomo Mustaro polly@mackenzie.br Ismar Frango Silveira ismar@mackenzie.br http://www.informingscience.org/Publications/971 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 561 571 972 article Pollyana Notargiacomo Mustaro polly@mackenzie.br Ismar Frango Silveira ismar@mackenzie.br http://www.informingscience.org/Publications/972 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 573 600 973 article Victoria Banti-Markouti victoriabanti@yahoo.com http://www.informingscience.org/Publications/973 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 601 614 974 article Heinz Dreher heinz.dreher@gmail.com http://www.informingscience.org/Publications/974 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 629 639 975 article Sergio Araya saraya@gio.etsit.upm.es Julian Chaparro chaparro@gio.etsit.upm.es Hernan Jogler hjoglar@gio.etsit.upm.es Alejandro Orero aorero@gio.etsit.upm.es http://www.informingscience.org/Publications/975 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 641 649 976 article Humam Elagha humam@students.aabfs.org Maher Alshafee maher_s@rss.gov.jo http://www.informingscience.org/Publications/976 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 651 659 977 article V.Lakshmi Narasimhan vlnsimhan60@gmail.com Di Wu di.wu@wku.edu Narander S. Gill gilldoc7@yahoo.com http://www.informingscience.org/Publications/977 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 661 673 978 article Harald Fardal haf@hive.no http://www.informingscience.org/Publications/978 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 675 689 979 article Karl T. Knox karl.knox@ntu.ac.uk http://www.informingscience.org/Publications/979 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 691 701 980 article Peter Eachus p.eachus@salford.ac.uk http://www.informingscience.org/Publications/980 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 703 712 981 article Mary Mccully mccullym@ndu.edu Elizabeth A McDaniel eamrct@comcast.net http://www.informingscience.org/Publications/981 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 713 724 982 article Patience Ngcobo patience.ngcobo@stanlib.com Marlien Herselman mherselman@csir.co.za http://www.informingscience.org/Publications/982 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 725 737 983 article Darlington Onojaefe onojaefed@cput.ac.za Marcus Leaning m.leaning@trinity-cm.ac.uk http://www.informingscience.org/Publications/983 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 739 747 984 article Akram Mahmoud Al-Rawi amalrawi@gmail.com Azzedine Lansari Azzedine1@yahoo.com http://www.informingscience.org/Publications/984 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 749 756 985 article Atulya Nagar nagara@hope.ac.uk Hissam Tawfik tawfikh@hope.ac.uk http://www.informingscience.org/Publications/985 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 757 765 986 article Robert Francis Williams rwilliams@amnet.net.au Des Klass Des.Klass@gbs.curtin.edu.au http://www.informingscience.org/Publications/986 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 767 779 987 article Samir Jusic samir@alcassoft.com Sai Peck Lee saipeck@fsktm.um.edu.my http://www.informingscience.org/Publications/987 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 781 789 988 article Hissam Tawfik tawfikh@hope.ac.uk Atulya Nagar nagara@hope.ac.uk Terrence Fernando t.fernando@salford.ac.uk http://www.informingscience.org/Publications/988 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 791 810 989 article Juan R. Bauer Mengelberg jbauer@colpos.mx http://www.informingscience.org/Publications/989 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2007-01-01 4 811 818 990 article Susan Smith Nash smithnash@ou.edu http://www.informingscience.org/Publications/990 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 001 011 867 article G. Adesola Aderounmu gaderoun@oauife.edu.ng B.O. Oyotakun Michael Adigun madigun@mweb.co.za http://www.informingscience.org/Publications/867 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 013 021 868 article Adeniyi Akintola aakintola69@yahoo.com G. Adesola Aderounmu gaderoun@oauife.edu.ng A. A. Owojori ojo_d@yahoo.com Michael Adigun madigun@mweb.co.za http://www.informingscience.org/Publications/868 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 024 031 869 article Azad Ali Azad.Ali@IUP.edu Seever Sulaiman SSulaiman@BADEMAIL.interthinx.com http://www.informingscience.org/Publications/869 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 033 044 870 article Akram Mahmoud Al-Rawi amalrawi@gmail.com Faouzi Bouslama faouzi.bouslama@zu.ac.ae Azzedine Lansari Azzedine1@yahoo.com http://www.informingscience.org/Publications/870 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 045 056 871 article Nor Badrul Anuar Jumaat badrul@um.edu.my Omar Zakaria O.B.Zakaria@rhul.ac.uk Chong Wei Yao james_cwy@yahoo.com http://www.informingscience.org/Publications/871 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 057 067 872 article Peter Baloh peter.baloh@ef.uni-lj.si Talib Damij talib.damij@ef.uni-lj.si Peter Vrecar peter.vrecar@merkur.si http://www.informingscience.org/Publications/872 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 069 081 873 article David Banks traveldab@gmail.com http://www.informingscience.org/Publications/873 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 083 101 874 article Laura Bergstrom Kaj J. Grahn kaj.grahn@arcada.fi Göran Pulkkis goran.pulkkis@arcada.fi http://www.informingscience.org/Publications/874 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 103 112 875 article Nicole A. Buzzetto-More nabuzzetto-more@umes.edu http://www.informingscience.org/Publications/875 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 113 125 876 article Antonio Cartelli antonio.cartelli@alice.it http://www.informingscience.org/Publications/876 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 127 135 877 article http://www.informingscience.org/Publications/877 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 137 146 878 article Qiyang Chen chenq@mail.montclair.edu James Yao yaoj@mail.montclair.edu Ruben Xing xingr@mail.montclair.edu http://www.informingscience.org/Publications/878 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 147 158 879 article Dimitar Grozdanov Christozov dchristozov@yahoo.com Stefanka Chukova stefanka@gmail.com Plamen Mateev pmat@fmi.uni-sofia.bg http://www.informingscience.org/Publications/879 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 159 173 880 article Robert Connoley rob.connoley@deakin.edu.au http://www.informingscience.org/Publications/880 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 175 187 881 article http://www.informingscience.org/Publications/881 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 189 197 882 article Heinz Dreher heinz.dreher@gmail.com http://www.informingscience.org/Publications/882 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 199 209 883 article Peter Eachus p.eachus@salford.ac.uk Simon Cassidy s.cassidy@salford.ac.uk http://www.informingscience.org/Publications/883 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 211 218 884 article Martin Eayrs m.eayrs@salford.ac.uk http://www.informingscience.org/Publications/884 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 219 231 885 article Ivana Elpez Dieter Fink d.fink@ecu.edu.au http://www.informingscience.org/Publications/885 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 233 242 886 article Peter Fenrich peter_fenrich@bcit.ca http://www.informingscience.org/Publications/886 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 243 252 887 article Yoshinori Fujio fujio@pu-kumamoto.ac.jp http://www.informingscience.org/Publications/887 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 253 260 888 article Stuart Garner s.garner@ecu.edu.au http://www.informingscience.org/Publications/888 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 261 267 889 article http://www.informingscience.org/Publications/889 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 269 277 890 article I. T. Hawryszkiewycz http://www.informingscience.org/Publications/890 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 279 293 891 article Ed Holden edward.holden@rit.edu Elissa Weeden emw@it.rit.edu http://www.informingscience.org/Publications/891 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 295 306 892 article S. J. Jacobs sjacobs@csir.co.za Marlien Herselman mherselman@csir.co.za http://www.informingscience.org/Publications/892 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 308 318 893 article Karlheinz Kautz karl_kautz@uow.edu.au Bjarke Nielsen bn@bjarkenielsen.dk http://www.informingscience.org/Publications/893 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 319 325 894 article E. Kritzinger kritze@unisa.ac.za S. H. Von Solms basievs@uj.ac.za http://www.informingscience.org/Publications/894 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 327 332 895 article Anil Kumar anil.kumar@cmich.edu http://www.informingscience.org/Publications/895 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 333 353 896 article Shaheen Emmanuel Lakhan slakhan@gnif.org http://www.informingscience.org/Publications/896 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 355 369 897 article Fernando José Barbin Laurindo fjblau@usp.br Renato Oliveira Moraes renato.moraes@perceptron.com.br http://www.informingscience.org/Publications/897 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 371 381 898 article Sai Peck Lee saipeck@fsktm.um.edu.my Dzemal Zildzic http://www.informingscience.org/Publications/898 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 383 387 899 article Samuel Liles sliles@purdue.edu Reza Kamali rkamali@csustan.edu http://www.informingscience.org/Publications/899 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 389 398 900 article Kathy Lynch Dr.KathyLynch@gmail.com http://www.informingscience.org/Publications/900 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 399 409 901 article Ram B. Misra misrar@mail.montclair.edu http://www.informingscience.org/Publications/901 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 411 422 902 article Xiangming Mu mux@uwm.edu Alex Koohang Alex.Koohang@MaconState.edu http://www.informingscience.org/Publications/902 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 423 434 903 article Anang Hudaya Muhamad Amin ananghudaya@petronas.com.my Ahmad Kamil Mahmud kamilmh@petronas.com.my Ahmad Izuddin Zainal Abidin izuddin_z@petronas.com.my Miziana Abdul Rahman mizeeana@yahoo.com http://www.informingscience.org/Publications/903 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 435 444 904 article Syed Jafar Naqvi cce3249@squ.edu.om Manzur A. Ajiz manzur@squ.edu.om http://www.informingscience.org/Publications/904 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 445 458 905 article V.Lakshmi Narasimhan vlnsimhan60@gmail.com http://www.informingscience.org/Publications/905 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 459 466 906 article E. J. Naude naudeej@unisa.ac.za Tertia Horne hornet@unisa.ac.za http://www.informingscience.org/Publications/906 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 467 478 907 article A.O. Oluwatope aoluwato@oauife.edu.ng Anastasis Petrou stasis@virginmedia.com G. Adesola Aderounmu gaderoun@oauife.edu.ng Michael Adigun madigun@mweb.co.za http://www.informingscience.org/Publications/907 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 479 487 908 article A.O. Oluwatope aoluwato@oauife.edu.ng A. B. Obabire G. Adesola Aderounmu gaderoun@oauife.edu.ng Michael Adigun madigun@mweb.co.za http://www.informingscience.org/Publications/908 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 489 497 909 article Jorge Pérez jperez@kennesaw.edu Meg Coffin Murray isdoctor@gmail.com http://www.informingscience.org/Publications/909 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 499 510 910 article Doncho Petkov petkovd@easternct.edu Olga Petkova petkovao@ccsu.edu http://www.informingscience.org/Publications/910 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 511 518 911 article Panagiotis Petratos ppetratos@csustan.edu http://www.informingscience.org/Publications/911 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 519 528 912 article John Rae j.m.rae@salford.ac.uk Carole Roberts c.a.roberts@salford.ac.uk Gary Taylor g.d.taylor@salford.ac.uk http://www.informingscience.org/Publications/912 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 529 539 913 article Raafat George Saadé rsaade@jmsb.concordia.ca Dennis Kira dkira@jmsb.concordia.ca http://www.informingscience.org/Publications/913 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 541 550 914 article Raafat George Saadé rsaade@jmsb.concordia.ca Dennis Kira dkira@jmsb.concordia.ca Fassil Nebebe fnebebe@jmsb.concordia.ca Camille Otrakji otrakji@sympatico.ca http://www.informingscience.org/Publications/914 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 551 561 915 article Samuel Sambasivam ssambasivam@apu.edu Tilemachos Kanakis tkanakis@fcg.com http://www.informingscience.org/Publications/915 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 563 579 916 article Samuel Sambasivam ssambasivam@apu.edu Nick Theodosopoulos london1@rocketmail.com http://www.informingscience.org/Publications/916 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 581 600 917 article Samuel Sambasivam ssambasivam@apu.edu Vijay Bodas vdbodas@batelco.com.bh http://www.informingscience.org/Publications/917 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 601 617 918 article Elsje Scott elsje.scott@uct.ac.za Michael Pollock mpollock@commerce.uct.ac.za http://www.informingscience.org/Publications/918 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 619 634 919 article Chakkrit Snae Michael Brückner michaelb@nu.ac.th http://www.informingscience.org/Publications/919 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 635 646 920 article Adesina S. Sodiya sinaronke@yahoo.co.uk S. Adebukola Onashoga onashogasa@unaab.edu.ng Olutayo Bamidele Ajayi tayoajayi@yahoo.co.uk http://www.informingscience.org/Publications/920 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 647 665 921 article Bob Travica btravica@cc.umanitoba.ca http://www.informingscience.org/Publications/921 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 667 678 922 article Abdallah Tubaishat abdallah.tubaishat@zu.ac.ae Arif Bhatti arif.bhatti@zu.ac.ae Eyas El-Qawasmeh eyas@just.edu.jo http://www.informingscience.org/Publications/922 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 679 686 923 article Michael Lane Michael.Lane@usq.edu.au Glen Van Der Vyver vandervy@usq.edu.au http://www.informingscience.org/Publications/923 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 687 708 924 article Kam Hou Vat fstkhv@umac.mo http://www.informingscience.org/Publications/924 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2006-01-01 3 709 720 925 article Niranjala D. 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Zaliwski zaliwskia@gmail.com http://www.informingscience.org/Publications/818 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 169 178 819 article Mariana Hentea mhentea@excelsior.edu http://www.informingscience.org/Publications/819 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 179 188 820 article Frederick Gregg Kohun Kohun@rmu.edu Azad Ali Azad.Ali@IUP.edu http://www.informingscience.org/Publications/820 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 189 204 821 article Ed Holden edward.holden@rit.edu Elissa Weeden emw@it.rit.edu http://www.informingscience.org/Publications/821 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 205 217 822 article Grandon Gill grandon@grandon.com http://www.informingscience.org/Publications/822 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 219 236 823 article John C. Beachboard beach@isu.edu Kevin R. Parker parkerkr@isu.edu http://www.informingscience.org/Publications/823 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 237 245 824 article Azad Ali Azad.Ali@IUP.edu Frederick Gregg Kohun Kohun@rmu.edu http://www.informingscience.org/Publications/824 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 247 257 825 article Akram Mahmoud Al-Rawi amalrawi@gmail.com Azzedine Lansari Azzedine1@yahoo.com Faouzi Bouslama faouzi.bouslama@zu.ac.ae http://www.informingscience.org/Publications/825 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 259 270 826 article Barry M. Lunt luntb@byu.edu Joseph J. Ekstrom jekstrom@byu.edu Eydie Lawson eal@it.rit.edu Reza Kamali rkamali@csustan.edu Jacob Miller Sandra Gorka sgorka@pct.edu Han Reichgelt reichgelt@mail.usf.edu http://www.informingscience.org/Publications/826 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 271 285 827 article Peter Baloh peter.baloh@ef.uni-lj.si http://www.informingscience.org/Publications/827 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 287 296 828 article Raafat George Saadé rsaade@jmsb.concordia.ca Ian Galloway igalloway21@hotmail.com http://www.informingscience.org/Publications/828 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 297 312 829 article Helen Partridge h.partridge@qut.edu.au Sylvia Lauretta Edwards s.edwards@qut.edu.au http://www.informingscience.org/Publications/829 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 313 324 830 article Ales Popovic ales.popovic@ef.uni-lj.si Jaka Lindic jaka.lindic@ef.uni-lj.si Mojca Indihar Stemberger Jurij Jaklic jurij.jaklic@ef.uni-lj.si http://www.informingscience.org/Publications/830 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 325 333 831 article Frank Kurzel Frank.Kurzel@unisa.edu.au http://www.informingscience.org/Publications/831 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 335 345 832 article Ari M. Wahlstedt Ari.Wahlstedt@jyu.fi http://www.informingscience.org/Publications/832 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 347 354 833 article Peter Fenrich peter_fenrich@bcit.ca http://www.informingscience.org/Publications/833 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 355 368 834 article Sunita Shankar sshankar@nie.edu.sg Kumar Laxman haribol.kumar@gmail.com Uma Natarajan numa@nie.edu.sg John G. Hedberg http://www.informingscience.org/Publications/834 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 369 381 835 article Antonio Cartelli antonio.cartelli@alice.it http://www.informingscience.org/Publications/835 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 383 393 836 article Tony Jewels tonyjewels@agu.ac.ae Nina Evans nina.evans@unisa.edu.au http://www.informingscience.org/Publications/836 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 395 403 837 article Julia Gladstone jgladsto@bryant.edu http://www.informingscience.org/Publications/837 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 405 422 838 article Betsy A. Schoeller bas@uwm.edu http://www.informingscience.org/Publications/838 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 423 430 839 article Syed Jafar Naqvi cce3249@squ.edu.om http://www.informingscience.org/Publications/839 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 431 439 840 article Bill Davey bill.davey@rmit.edu.au David Kelly david.kelly@rmit.edu.au http://www.informingscience.org/Publications/840 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 441 450 841 article Dennis Viehland d.viehland@massey.ac.nz http://www.informingscience.org/Publications/841 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 451 459 842 article Keith J. Whittington kjw@it.rit.edu http://www.informingscience.org/Publications/842 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 461 470 843 article http://www.informingscience.org/Publications/843 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 471 480 844 article Tao Li li8421tao@yahoo.com Samuel Sambasivam ssambasivam@apu.edu http://www.informingscience.org/Publications/844 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 481 491 845 article Arup Mukherjee amukherj@uwf.edu http://www.informingscience.org/Publications/845 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 494 504 846 article David B. Meinert davidmeinert@missouristate.edu http://www.informingscience.org/Publications/846 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 505 513 847 article Elizabeth A McDaniel eamrct@comcast.net Brenda Roth rothb@ndu.edu Michael Miller millerm@ndu.edu http://www.informingscience.org/Publications/847 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 515 522 848 article James P. Mccarthy home.mrcmm@gmail.com http://www.informingscience.org/Publications/848 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 523 541 849 article Samuel Sambasivam ssambasivam@apu.edu Paul Storey ps@spiess.co.uk http://www.informingscience.org/Publications/849 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 543 558 850 article Michael Middleton m.middleton@qut.edu.au http://www.informingscience.org/Publications/850 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 559 573 851 article Peter Trkman peter.trkman@ef.uni-lj.si Mojca Indihar Stemberger Jurij Jaklic jurij.jaklic@ef.uni-lj.si http://www.informingscience.org/Publications/851 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 575 589 852 article Gail Thornburg thornbug@oclc.org http://www.informingscience.org/Publications/852 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 591 598 853 article Craig A. Vanlengen Craig.vanlengen@nau.edu http://www.informingscience.org/Publications/853 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 599 608 854 article Michael A. Chilton mchilton@ksu.edu http://www.informingscience.org/Publications/854 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 609 622 855 article Adeniyi Akintola aakintola69@yahoo.com G. Adesola Aderounmu gaderoun@oauife.edu.ng Michael Adigun madigun@mweb.co.za http://www.informingscience.org/Publications/855 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 623 636 856 article Adeniyi Akintola aakintola69@yahoo.com G. Adesola Aderounmu gaderoun@oauife.edu.ng Luckman A. Akanbi lukman_akanbi@yahoo.com Michael Adigun madigun@mweb.co.za http://www.informingscience.org/Publications/856 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 637 657 857 article Kaj J. Grahn kaj.grahn@arcada.fi Christian Dieckert christian.dieckert@diehl-avionik.de Frank Schneider frank.schneider@suewag.de Göran Pulkkis goran.pulkkis@arcada.fi http://www.informingscience.org/Publications/857 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 659 669 858 article Rita C Nienaber nienarc@unisa.ac.za Andries Barnard http://www.informingscience.org/Publications/858 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 671 690 859 article Aneerav Sukhoo Andries Barnard Mariki M. Eloff eloffmm@unisa.ac.za John A. Van Der Poll vdpolja@unisa.ac.za http://www.informingscience.org/Publications/859 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 691 703 860 article Aneerav Sukhoo Andries Barnard Mariki M. Eloff eloffmm@unisa.ac.za John A. Van Der Poll vdpolja@unisa.ac.za Mahendrenath Motah mmotah@umail.utm.ac.mu http://www.informingscience.org/Publications/860 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 705 722 861 article James N. Morgan James.Morgan@nau.edu Craig A. Vanlengen Craig.vanlengen@nau.edu http://www.informingscience.org/Publications/861 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 723 742 862 article Michel Van Der Vlugt m.vd.vlugt@mvlugt.com Samuel Sambasivam ssambasivam@apu.edu http://www.informingscience.org/Publications/862 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 743 755 863 article Christiane Metzner christiane.metzner@gmail.com Leonardo Cortez corvle@yahoo.com Doritza Chacín doritza@gmail.com http://www.informingscience.org/Publications/863 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 757 769 864 article Johnson Dehinbo Dehinbo.j@tut.ac.za http://www.informingscience.org/Publications/864 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 771 779 865 article Arthur Tatnall arthur.tatnall@vu.edu.au Bill Davey bill.davey@rmit.edu.au http://www.informingscience.org/Publications/865 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2005-01-01 2 787 795 866 article Walid A. Salameh walid@psut.edu.jo Mohammed A. Otair otair@just.edu.jo http://www.informingscience.org/Publications/866 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0001 0010 714 article Jo Coldwell-Neilson jo.neilson@deakin.edu.au Douglas Newlands doug@deakin.edu.au http://www.informingscience.org/Publications/714 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0011 0022 715 article Masoud Mohammadian Masoud.Mohammadian@canberra.edu.au http://www.informingscience.org/Publications/715 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0023 0030 716 article Paul Hawking paul.hawking@vu.edu.au Brendan Mccarthy brendan.mccarthy@vu.edu.au http://www.informingscience.org/Publications/716 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0031 0040 717 article Iwona Miliszewska Iwona.Miliszewska@canberra.edu.au Grace Tan Grace.Tan@vu.edu.au http://www.informingscience.org/Publications/717 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0041 0053 718 article Jairo Gutiérrez j.gutierrez@auckland.ac.nz Zhuojun Zhao zhao_zhuojun@yahoo.com http://www.informingscience.org/Publications/718 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0055 0063 719 article Alex Koohang Alex.Koohang@MaconState.edu http://www.informingscience.org/Publications/719 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0065 0077 720 article Kaylene Clayton K.Clayton@griffith.edu.au http://www.informingscience.org/Publications/720 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0079 0095 721 article Tony Jewels tonyjewels@agu.ac.ae Carmen De Pablos Heredero carmen.depablos@urjc.es Marilyn Campbell ma.campbell@qut.edu.au http://www.informingscience.org/Publications/721 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0097 0103 722 article Michelle WL Fong michelle.fong@vu.edu.au http://www.informingscience.org/Publications/722 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0105 0113 723 article Mélina Ziegel mz2001@columbia.edu http://www.informingscience.org/Publications/723 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0115 0131 724 article Theda Thomas theda.thomas@acu.edu.au Timothy Davis Timothy.Davis@acu.edu.au Alanah Kazlauskas a.kazlauskas@optusnet.com.au http://www.informingscience.org/Publications/724 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0133 0140 725 article Marilyn Campbell ma.campbell@qut.edu.au http://www.informingscience.org/Publications/725 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0141 0155 726 article Liljana Ferbar liljana.ferbar@ef.uni-lj.si http://www.informingscience.org/Publications/726 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0157 0170 727 article Samuel Sambasivam ssambasivam@apu.edu Tao Li li8421tao@yahoo.com http://www.informingscience.org/Publications/727 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0171 0178 728 article I. T. Hawryszkiewycz http://www.informingscience.org/Publications/728 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0179 0188 729 article Davood Askarany daskarany@hotmail.com Malcolm Smith malcolm.smith@unisa.edu.au http://www.informingscience.org/Publications/729 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0189 0205 730 article Barbara Howell B.Howell@leedsmet.ac.uk http://www.informingscience.org/Publications/730 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0207 0214 731 article Hong Wu hong.wu@hiof.no http://www.informingscience.org/Publications/731 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0215 0226 732 article Gunnar Andersson gunnar.andersson@hiof.no Mathias Wilichowski m.wilichowski@mb.hs-wismar.de http://www.informingscience.org/Publications/732 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0227 0235 733 article Lukasz Michalec Michalec.Lukasz@postgrads.unisa.edu.au David Banks traveldab@gmail.com http://www.informingscience.org/Publications/733 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0237 0245 734 article Borislav Roussev borisroussev@gmail.com Yvonna Rousseva yrousse@uvi.edu http://www.informingscience.org/Publications/734 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0247 0252 735 article John Lenarcic John.Lenarcic@rmit.edu.au http://www.informingscience.org/Publications/735 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0253 0266 736 article Marlien Herselman mherselman@csir.co.za Matthew J. Warren matthew.warren@deakin.edu.au http://www.informingscience.org/Publications/736 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0267 0277 737 article Wanwu Guo w.guo@ecu.edu.au http://www.informingscience.org/Publications/737 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0279 0288 738 article Freimut Bodendorf bodendorf@wiso.uni-erlangen.de Manfred Schertler manfred.schertler@wiso.uni-erlangen.de http://www.informingscience.org/Publications/738 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0289 0294 739 article Tony Richardson t.s.richardson@massey.ac.nz http://www.informingscience.org/Publications/739 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0295 0301 740 article Tayyab Maqsood tayyab.maqsood@rmit.edu.au Andrew Finegan andrew.finegan@adelaide.edu.au Helen L. Armstrong h.armstrong@curtin.edu.au http://www.informingscience.org/Publications/740 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0303 0312 741 article Nina Evans nina.evans@unisa.edu.au http://www.informingscience.org/Publications/741 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0313 0330 742 article Kay Fielden kayafielden@gmail.com http://www.informingscience.org/Publications/742 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0331 0340 743 article Steven Pace s.pace@cqu.edu.au http://www.informingscience.org/Publications/743 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0359 0372 744 article Tony Jewels tonyjewels@agu.ac.ae Marilyn Ford mfordster@gmail.com http://www.informingscience.org/Publications/744 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0373 0384 745 article H. David Brecht gomailroof@comcast.net Suzanne M. Ogilby Eugene Sauls saulseh@csus.edu http://www.informingscience.org/Publications/745 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0385 0392 746 article S. Paul Maj p.maj@ecu.edu.au Gurpreet Kohli g.kohli@ecu.edu.au http://www.informingscience.org/Publications/746 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0393 0405 747 article Jorge Coll jorge_coll@hotmail.com Rosanna Del Vecchio rvecchiop@hotmail.com Christiane Metzner christiane.metzner@gmail.com Eugenio Scalise escalise@acm.org Hector Arrechedera harreche@reacciun.ve Maria Dolores Farina farinam@ucv.ve http://www.informingscience.org/Publications/747 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0407 0416 748 article Lim Tong Ming lim.tong.ming@infotech.monash.edu.my Sai Peck Lee saipeck@fsktm.um.edu.my http://www.informingscience.org/Publications/748 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0417 0429 749 article Kathy Lynch Dr.KathyLynch@gmail.com http://www.informingscience.org/Publications/749 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0431 0442 750 article Kathy Lynch Dr.KathyLynch@gmail.com Annegret Goold agoold@deakin.edu.au Jenny Blain jennyb@ninoxsolutions.com.au http://www.informingscience.org/Publications/750 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0443 0454 751 article Dale MacKrell dale.mackrell@canberra.edu.au http://www.informingscience.org/Publications/751 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0455 0470 752 article Kelsey Van Haaster Kelsey.VanHaaster@infotech.monash.edu.au Dianne Hagan Dianne.Hagan@infotech.monash.edu.au http://www.informingscience.org/Publications/752 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0471 0487 753 article Marina Keiko Nakayama marina@ea.ufrgs.br Bianca Smith Pilla bspilla@ea.ufrgs.br Erlaine Binotto erlaine@vortex.ufrgs.br Ricardo Azambuja Silveira rsilv@ufpel.edu.br http://www.informingscience.org/Publications/753 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0489 0496 754 article Des Matejka d.matejka@mary.acu.edu.au http://www.informingscience.org/Publications/754 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0497 0508 755 article Daniel Teghe d.teghe@cqu.edu.au Bruce Allen Knight b.knight@cqu.edu.au Cecily Knight c.knight@cqu.edu.au http://www.informingscience.org/Publications/755 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0509 0520 756 article Mingyang Gu mingyang@idi.ntnu.no http://www.informingscience.org/Publications/756 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0521 0531 757 article Xavier Thavaruban Thavapragasam xavier@g2gm.com http://www.informingscience.org/Publications/757 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0533 0544 758 article Poonam Kumar pkumar@svsu.edu Anil Kumar anil.kumar@cmich.edu Karl L. Smart smart1kl@cmich.edu http://www.informingscience.org/Publications/758 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0545 0564 759 article Niranjala D. 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Nielsen l.vonhellens@griffith.edu.au Liisa Von Hellens henrik@bioproton.com.au Jenine Beekhuyzen J.Beekhuyzen@griffith.edu.au http://www.informingscience.org/Publications/771 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0729 0739 772 article Glen Van Der Vyver vandervy@usq.edu.au Debbie Crabb dcrabb@usq.edu.au Michael Lane Michael.Lane@usq.edu.au http://www.informingscience.org/Publications/772 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0741 0745 773 article Masafumi Kotani mkotani@jp.ibm.com http://www.informingscience.org/Publications/773 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0747 0752 774 article Gavin Russell g.russell@cs.ucc.ie Ian Pitt i.pitt@cs.ucc.ie http://www.informingscience.org/Publications/774 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0753 0761 775 article Janette Moody moodyj@citadel.edu http://www.informingscience.org/Publications/775 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0763 0772 776 article Antonio Cartelli antonio.cartelli@alice.it http://www.informingscience.org/Publications/776 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0773 0792 777 article Peter Trkman peter.trkman@ef.uni-lj.si Jaka Lindic jaka.lindic@ef.uni-lj.si http://www.informingscience.org/Publications/777 eng Informing Science Institute Issues in Informing Science and Information Technology (IISIT) 1547-5840 1547-5867 2004-01-01 1 0793 0804 778 article Zlatko J. 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