Socioeconomic Status– and Gender‐Based Differences in Students’ Perceptions of E‐Learning Systems

Many universities are pursuing increases in on‐line course offerings as a means of offsetting the rising costs of providing high‐quality educational opportunities and of better serving their student populations. However, enrollments in online courses are not always sufficient to cover their costs. One possible way of improving enrollments is through marketing campaigns targeted to specific demographic groups. In this study, we take a first look into how students’ perceptions of e‐learning systems, prior to their enrollment in an online course, vary across socioeconomic status and gender. Findings suggest that prior to taking an online course, working‐class students perceive e‐learning systems more positively than their middle‐class peers but that little difference exists between genders. Armed with this knowledge, universities may improve online course enrollments by marketing online courses specifically to working‐class students or through campaigns aimed at improving middle‐class students’ perceptions of e‐learning systems.     

A System's View of E‐Learning Success Model

The past several decades of e‐learning empirical research have advanced our understanding of the effective management of critical success factors (CSFs) of e‐learning. Meanwhile, the proliferation of measures of dependent and independent variables has been overelaborated. We argue that a significant reduction in dependent and independent variables and their measures is necessary for building an e‐learning success model, and such a model should incorporate the interdependent (not independent) process nature of e‐learning success. We applied structural equation modeling to empirically validate a comprehensive model of e‐learning success at the university level. Our research advances existing literature on CSFs of e‐learning and provides a basis for comparing existing research results as well as guiding future empirical research to build robust e‐learning theories. A total of 372 valid unduplicated responses from students who have completed at least one online course at a university in the Midwestern United States were used to examine the structural model. Findings indicated that the e‐learning success model satisfactorily explains and predicts the interdependency of six CSFs of e‐learning systems (course design quality, instructor, motivation, student‐student dialog, student‐instructor dialog, and self‐regulated learning) and perceived learning outcomes.     

Students’ Perspective into the Apathy and Social Disconnectedness They Feel in Undergraduate Business Classrooms

Apathy and social disconnectedness among undergraduate business students remain poorly understood and under‐researched—despite evidence that they produce an adverse impact on learning‐related outcomes. Qualitative research was initially conducted among a sample of undergraduate business students to identify the antecedents and learning‐related consequences of apathy and social disconnectedness, develop grounded definitions, hypotheses, and scales. This was followed by a survey that aimed to test a conceptual model that emerged from qualitative data. The study finds evidence to suggest that high levels of anxiety among students antecedes social disconnectedness and powerlessness, which trigger apathy or the lack of caring about being a student or attending college. These psychosocial problems are severe enough, the study finds, to adversely impact the quality of students’ learning experiences. Implications for new thinking and research are discussed, and implications for improving instruction are derived from the findings.     

Defining,Assessing, and Promoting E‐Learning Success: An Information Systems Perspective*

This research advances the understanding of how to define, evaluate, and promote e‐learning success from an information systems perspective. It introduces the E‐Learning Success Model, which posits that the overall success of an e‐learning initiative depends on the attainment of success at each of the three stages of e‐learning systems development: system design, system delivery, and system outcome. To study this model, an online version of an undergraduate quantitative methods core course for business students is developed using a prototyping strategy. Four cycles of development are traced, each comprised analysis, design, implementation, testing, and enhancement. Findings from the study confirm the validity of using the proposed success model for e‐learning success assessment. In addition, an action research methodology is also found to be a valuable impetus for promoting e‐learning success through an iterative process of diagnosing, action planning, action taking, evaluating, and learning.     

Electronic Textbooks: Antecedents of Students’ Adoption and Learning Outcomes

Faculty and students are increasingly faced with the opportunity to use electronic versions of textbooks (e‐texts). Despite the advantages of e‐texts and recent advances in technology, evidence suggests that students are still reluctant to adopt and use e‐texts. This situation leads us to investigate two research questions: What factors contribute to students’ acceptance of e‐texts? Are there differences between hardcopy texts and e‐texts when it comes to course grade? We draw on a variety of perspectives (i.e., psychology, management information systems, economics, environmental studies) to build a framework that allows us to determine the motivations of students for adopting e‐texts, and the learning outcomes of e‐text adoption. Data was collected via a survey administered in the business school of a metropolitan university with approximately 20,000 students, located in the western United States. Results suggest that perceived ease‐of‐use and the price of e‐texts relative to hardcopy texts are two key motivators in e‐text adoption, while perceived usefulness, Internet self‐efficacy and environmental concerns are not significant motivators. However, there was no significant difference in the grades of e‐text adopters compared to hardcopy adopters. We conclude this paper by discussing the implications of our findings for educators.     

Impact of Hands‐On Research Experience on Students’ Learning in an Introductory Management Information System Course

Although students in Introductory Information Systems courses are taught new technology concepts, the complexity and constantly changing nature of these technologies makes it challenging to deliver the concepts effectively. Aiming to improve students’ learning experiences, this research utilized the five phases of design science methodology to develop an experiment to solve a real‐world problem, and then implemented it in an undergraduate classroom. As part of their classwork, students participated as subjects testing new information technologies to solve a real‐world problem. They were asked to complete a questionnaire and answer questions in a focus group to assess the effectiveness of the technologies tested and determine whether the experience had added to the learning they gained from the course. The results revealed that the students were able to use the new technologies effectively and provide useful feedback to the company sponsoring the study, contributing to the release of a new commercial product line. Students also reported that participating in this research project improved their satisfaction with the introductory MIS course. These results encourage educators to conduct hands‐on experience involving real‐world research projects since they provide valuable additional learning opportunities in introductory MIS courses.     

Cotton Island: Students’ Learning Motivation Using a Virtual World

As technology advances, it is important for teachers to seamlessly integrate technology into their innovative teaching techniques. Using virtual worlds is one alternative to traditional teaching methods that can provide rich learning experiences. The purpose of this article is twofold: (a) to present Cotton Island, an avatar‐based 3‐D virtual learning environment in Second Life and (b) to evaluate students’ learning motivation in using Cotton Island as a learning tool. Cotton Island was designed with unique navigational features to provide access to rich resources and educational activities that improve students’ knowledge of cotton. Based on the ARCS (attention, relevance, confidence, and satisfaction) model, this study assesses students’ learning motivation when using Cotton Island as a learning tool, and whether students had a positive learning outcome consistent with the instructors’ goal of knowledge improvement. The results show that students had a positive experience in terms of learning motivation and knowledge improvement.     

Hybrid E‐Learning Acceptance Model: Learner Perceptions

E‐learning tools and technologies have been used to supplement conventional courses in higher education institutions creating a “hybrid” e‐learning module that aims to enhance the learning experiences of students. Few studies have addressed the acceptance of hybrid e‐learning by learners and the factors affecting the learners’ satisfaction with these tools. This study assesses hybrid e‐learning acceptance by learners using three critical success factors: instructor characteristics, information technology infrastructure, and organizational and technical support. Structural equation modeling was applied to examine and validate the hypothesized relationships among the three factors and their effects on learners’ acceptance of hybrid e‐learning. A total of 538 usable responses from university students were used to validate the proposed research model. The influence of the three factors on learners’ decision to accept hybrid e‐learning was empirically examined. The results show that all three factors significantly and directly impacted the learners’ acceptance of hybrid e‐learning courses. Information technology infrastructure and organizational support were proven to be key determinants of the instructor characteristics as a critical success factor of hybrid e‐learning acceptance by learners. Implications of this work for higher education institutions, researchers, and instructors are described.     

The Association between Students’ Evaluation of Teaching and Grades

The results of a student evaluation of teaching instrument are analyzed for a semester of classes at a large collegiate business school, at both the graduate and undergraduate academic level. In particular, we concentrate on the relationship between responses to the instrument and student grades. The results show interesting differences, suggesting dissimilarities, especially for gender, academic level, and field. Our research suggests that academic administrators and others need be cautious when they use such data in evaluating teaching.     

Encouraging E‐Textbook Adoption: Merging Two Models

This research builds a new model by drawing upon e‐textbook adoption models developed in two recent publications, which share similarities but have different findings. Although they both achieve positive results, these two prior e‐textbook studies employ different methods and background theories. This research bridges these earlier models and develops a third, parsimonious, blended model for e‐textbook adoption. Using a survey of undergraduate students, the authors first assess each model independently. Broadening the diversity of the sample population yields results that are similar, yet slightly different from those found in the prior two studies. Next, this study develops a single blended, parsimonious model that explains a higher proportion of the variance than the prior studies with just three constructs: perceived usefulness, hedonic motivation, and habit. In addition to developing and testing a new parsimonious model, this research provides theoretical and practical guidance for e‐textbook usage.     

美国大学生学习成果标准化评估工具的分析研究

美国大学考试中心的大学学业水平评估、美国教育考试服务处的能力测试以及美国教育资助委员会的大学学习评估是在美国具有广泛影响的学生学习成果标准化评估工具。三者都从大学生通识能力的角度理解大学生学习成果,运用价值增值评估方法,侧重于评估大学生的高阶思维能力和一般综合能力,在评估指标上都重视评估大学生批判性思维能力和写作能力。与此同时,三者在评估对象的选择、评估的具体指标、评估形式和评估报告的呈现形式等方面又各具特点。尽管这三个工具受到美国许多高校的信任和欢迎,但它们对学生缺乏吸引力,影响了其评估结果的可靠性。中国今后在应用、引进和开发此类评估工具时,应注意汲取这些工具的正反两方面经验,深入梳理中国大学生学习结果的内涵,着眼于自主开发既具世界视野又切合中国实际的大学生学习成果评估工具,发展更成熟的评估和数据分析方法。     

Doodling Effects on Junior High School Students’ Learning

The main purpose of this study was to assess the effects of doodling on the learning performance of high school female students in Tehran. The design of this research was a pre‐test–post‐test with a control group. A group of 169 junior high school 12–13 year‐old students was chosen for this study. After being taught a section of the Natural Science course, the students were asked to answer questions related to the lessons. After that, their grades were used as the pre‐test scores. The post‐test was carried out after the devised treatment. During ten sessions of the same course and teacher, the students were each given a blank sheet of paper and were asked for doodling if they felt like doing it. After each session, a couple of relevant written questions were asked to evaluate how well students had learned the lessons. The experiment and control group both consisted of 27 randomly selected students; participants in the experiment group were doodlers and those in the control group did not doodle. To evaluate the doodling effect a t‐test analysis was performed. Comparison of the grades showed that the experiment group outperformed the control group significantly.     

An Evaluation of Factors Regarding Students’ Assessment of Faculty in a Business School*

Student faculty ratings are used at most institutions of higher learning for three important reasons. First, the ratings provide direct feedback to the faculty, and this enables faculty to adjust their teaching styles. Second, the ratings provide the administration with information intended to assist in guiding and mentoring faculty toward more effective pedagogical performance in the classroom. Third, the ratings also provide the administration with information to be used in the reappointment, tenure, and promotion processes, as well as for assignment of salary range adjustments and teaching awards. To be of real value, however, all of this is predicated on the use of a valid and reliable faculty‐rating instrument along with a system designed to provide both the faculty and the administration with norming reports that allow for appropriate comparisons of ratings. This article reports such a study conducted within a large department of a business school and recommends that the process used be adapted by other business school departments and other academic units across the university and at other universities to ensure a more universally appropriate usage of students’ ratings.     

Students’ Perception of Interdisciplinary,Problem‐Based Learning in a Food Biotechnology Course

Abstract: Students’ perception of 8 criteria (rationale of the problem; interdisciplinary learning; facilitator asked essential questions; learner's skills; assessments; facilitation procedures; team's use of resources [team collaboration], and facilitator within a problem‐based learning context) were assessed for a food biotechnology course that was part of a 3rd year biotechnology program. The mean score for “perceived learner's skills” was the lowest whereas those for “facilitation” and “facilitator” were the highest. Selected qualitative comments from students were also analyzed. This study demonstrated interdisciplinary learning as the students could make meaningful connections across different science disciplines. Further investigation is needed to develop possible strategies to accommodate the challenges in making meaningful connections across science disciplines as well as to develop a defined hybrid method for analysis of students’ responses.     

Developing Students’ Understanding of Co‐opetition and Multilevel Inventory Management Strategies in Supply Chains: An In‐Class Spreadsheet Simulation Exercise

Instructors look for ways to explain to students how supply chains can be constructed so that competing suppliers can work together to improve inventory management performance (i.e., a phenomenon known as co‐opetition). An Excel spreadsheet‐driven simulation is presented that models a complete multilevel supply chain system—customer, retailer, wholesaler, distributor, and manufacturer—for up to six competing products. Students are provided the opportunity to compare the inventory cost and other key performance metrics of the alternative multilevel supply chain structures. This article explains the simulation model, describes the instructional approach, and presents assessment results from students in an introductory operations management course. Students find that the simulation is easy to use and helps them understand the performance impact of strategic supplier collaborations on supply chain operating performance.     

Integrated Contextual Learning and Food Science Students’ Perception of Work Readiness

Abstract: The expectation that universities will produce graduates with high levels of work readiness is now a commonplace in government policies and statements from industry representatives. Meeting the demand requires that students gain industry related experience before graduation. Traditionally students have done so by undertaking extended work placements. With increasing numbers of students competing for a limited number of placements, virtual and simulated work environments are becoming popular alternative strategies. This paper describes the simulation of workplace practices through the introduction of integrated contextual learning (ICL) into the Food Science Program at Curtin Univ. as a way of enhancing employability and increasing students’ confidence that they are work ready.     

Service‐Learning in Supply Chain Management: Benefits,Challenges and Best Practices

Service‐learning (SL) is a pedagogical approach in which students are assigned a course‐related project in a not‐for‐profit organization, and are tasked to apply course content to execute the project. While the benefits are multifarious, only recently have supply chain management (SCM) courses adapted this innovative teaching methodology. The present article aims to popularize this pedagogical concept by providing a detailed overview of the background, development, implementation, and success of an SL project in an undergraduate SCM course; this serves as a “how to” guide for instructors interested in implementing the approach. Compelling evidence for the value of SL is provided by data assessing the students’ learning experiences, and benefits for participating organizations are demonstrated. Caveats and challenges are noted, and ensuing best practices for SL are presented.     

No Downturn Here: Tracking E‐business Programs in Higher Education*

As the fortunes of e‐businesses fluctuate, what is the state of e‐business educational offerings? The present study attempted to explore this question by investigating the number and nature of e‐business programs available in colleges and universities. Results were compared to previously published findings on e‐business education. Data were collected from program web sites. Master's and bachelor's degree programs based in North America and elsewhere in the world were examined. Despite the “dot‐bomb” economy, the present data suggested large increases in all foreign and North American bachelor's programs between the start of the fall semester of 2000 and November 2001. The number of North American master's programs appeared to increase dramatically during the year 2000 and at a lesser rate afterward. Findings also suggested that bachelor's and foreign master's programs involved more technical e‐business courses than the North American master's programs. The educational and economic factors possibly underlying these trends are discussed.     

Exploring the Relationships Between Counseling Students’ Cultural Factors,Academic Aptitude,and Self‐Efficacy

The authors explored the pattern of change in counseling students’ (N = 373) counseling self‐efficacy (CSE) throughout their program and the influence of identifying variables. Results indicated that specific factors significantly predicted students’ initial CSE levels and the rate of CSE change. Implications for future research and counselor education programs are presented.