Contemporary discourses in Information Systems Research: Methodological inclusiveness in a sample of Information Systems Journals

We propose a framework to reflect on the development of four information systems (IS) paradigms, arguing that this field has followed a similar path to that of Management Sciences (MS). The framework comprises four IS paradigms/discourses: (1) positivist/normative; (2) soft/interpretive; (3) critical/pluralistic; and (4) constructivist/2nd order cybernetics. The paper characterizes these approaches to IS by using four key terms: System; Organisation; Management and Information, exploring the way these concepts are perceived through the lens of the four paradigms. The paper reports on the nature of current IS trends, from an initial survey of six top IS journals identifying articles adhering to the interpretive, critical and constructivist paradigms published between 1999 and 2009. Results indicate that IS is moving towards research practice in which interpretive, critical and constructivist discourses are utilised. Implications of the proposed framework and publication trends, together with some points for further research, are offered.     

Development and preliminary validation of the moral authorship questionnaire

Learning Environments Research - Background When novice teachers start working in a school, it is vital that they are aware of the moral aspects of the work environment and can use their moral...     

大学教学发展中心的效益评估——以密歇根大学学习与教学研究中心为例

评估大学教学发展中心的工作效果有助于高等教育质量的改善。本文首先对教师发展工作的相关研究做了文献述评,随后介绍了密歇根大学学习与教学研究中心开发的项目综合评估模型,并结合具体的项目与服务案例展示了该中心如何记录并评估教师的教学发展工作以及如何借助这些评估结果来改善自身实践。文章最后为中国大学教学中心的建设提供了一些建议。     

Personal learning environments: design and use / Los entornos personales de aprendizaje en la educación superior: del diseño al uso

Abstract

This study focuses on the uses that two groups of higher education students make of technological resources offered by an institution to build their own personal learning environments. The main thesis is that these uses depend on the techno-pedagogical design of the teaching and learning process in which the technological resources are framed. In order to explore and illustrate this thesis two instructional sequences have been analysed. Both use the same technological design, the Elgg platform, which allows users to select and organize a set of resources or widgets according to their interests and needs. The results show that in both cases the uses that students make of technology are related to the characteristics and requirements of the particular techno-pedagogical designs. We conclude that the key is not to offer technological resources to the students so they can build their own personal learning environments, but to design activities that attract and induce them to build these personal environments and to guide and support the process of construction.     

A prospective,randomized crossover study comparing direct inspection by light microscopy versus projected images for teaching of hematopathology to medical students

Instruction in hematopathology at Mayo Medical School has evolved from instructor‐guided direct inspection under the light microscope (laboratory method), to photomicrographs of glass slides with classroom projection (projection method). These methods have not been compared directly to date. Forty‐one second‐year medical students participated in this pilot study, a prospective, randomized, crossover study measuring educational performance during a hematology pathophysiology course. The students were randomized to one of two groups. All students received the same didactic lectures in the classroom and subsequent case‐based review of peripheral blood smears using either laboratory or projection methods, on day one with a crossover to the other method on day two. Pre‐ and post‐test examinations centered on morphology recognition measured educational performance on each day, followed by a questionnaire identifying the student's favored method. There was no significant difference in the pre‐test and post‐test scores between the two teaching methods (rank‐sum P = 0.43). Students overwhelmingly preferred the projection method and perceived it as superior (76%), although post‐test scores were not significantly different. Student's recommended method was split with 50% favoring the projection method, 43% favoring a combined approach, and 23% noting logistical challenges to the laboratory. In this study, the laboratory and projection method were equivalent in terms of educational performance for hematopathology among medicals students. A classroom‐based approach such as the projection method is favored, given the large class sizes in undergraduate medical education, as well as the ergonomic challenges and additional resources required for large group instruction in a laboratory setting. Anat Sci Educ 7: 130–134. © 2013 American Association of Anatomists.     

Interactive radiological anatomy eLearning solution for first year medical students: Development,integration, and impact on learning

A technology enhanced learning and teaching (TELT) solution, radiological anatomy (RA) eLearning, composed of a range of identification‐based and guided learning activities related to normal and pathological X‐ray images, was devised for the Year 1 nervous and locomotor course at the Faculty of Medicine, University of Southampton. Its effectiveness was evaluated using a questionnaire, pre‐ and post‐tests, focus groups, summative assessment, and tracking data. Since introduced in 2009, a total of 781 students have used RA eLearning, and among them 167 Year 1 students in 2011, of whom 116 participated in the evaluation study. Students enjoyed learning (77%) with RA eLearning, found it was easy to use (81%) and actively engaged them in their learning (75%), all of which were associated to the usability, learning design of the TELT solution and its integration in the curriculum; 80% of students reported RA eLearning helped their revision of anatomy and 69% stated that it facilitated their application of anatomy in a clinical context, both of which were associated with the benefits offered by the learning and activities design. At the end of course summative assessment, student knowledge of RA eLearning relevant topics (mean 80%; SD ±16) was significantly better as compared to topics not relevant to RA eLearning (mean 63%; SD ±15) (mean difference 18%; 95% CI 15% to 20%; P < 0.001). A well designed and integrated TELT solution can be an efficient method for facilitating the application, integration, and contextualization of anatomy and radiology to create a blended learning environment. Anat Sci Educ 7: 350–360. © 2013 American Association of Anatomists.     

An Experimental Evaluation of Guided Reading and Explicit Interventions for Primary-Grade Students At-Risk for Reading Difficulties

Abstract

Considerable research evidence supports the provision of explicit instruction for students at risk for reading difficulties; however, one of the most widely implemented approaches to early reading instruction is Guided Reading (GR; Fountas & Pinnel, 1996), which deemphasizes explicit instruction and practice of reading skills in favor of extended time reading text. This study evaluated the two approaches in the context of supplemental intervention for at-risk readers at the end of Grade 1. Students (n = 218) were randomly assigned to receive GR intervention, explicit intervention (EX), or typical school instruction (TSI). Both intervention groups performed significantly better than TSI on untimed word identification. Significant effects favored EX over TSI on phonemic decoding and one measure of comprehension. Outcomes for the intervention groups did not differ significantly from each other; however, an analysis of the added value of providing each intervention relative to expected growth with typical instruction indicated that EX is more likely to substantially accelerate student progress in phonemic decoding, text reading fluency, and reading comprehension than GR. Implications for selection of Tier 2 interventions within a response-to-intervention format are discussed.     

Social Networking: Boundaries and Limits Part 1: Ethics

The number of educators, administrators, and institutions that utilize social networking has increased dramatically. Many have adopted social networking in order to be up-to-date and connected with their students’ learning beyond the boundaries of the classroom. However, this increase in the use of social networking in academia presents many potential issues. In this paper, we address the growing prevalence of social networking in education and some of the issues. Next, we use social role theory to explore some pitfalls for educators using social networking. Finally, we suggest that foundational ethical principles from the field of psychology can provide a basis for developing guiding principles for use of social networking in education.     

The Library as Publisher

This article describes a half-day preconference that focused on the library as publisher. It examined how the movement from print to online publication has impacted the roles of libraries and their ability to take on new roles as publishers. The session explored the benefits of libraries becoming publishers, and discussed Open Access, what it is and is not and its importance to libraries and scholarly communication. A detailed case study of the publishing operations of the University Library System at the University of Pittsburgh was presented as an example of a successful library publishing program. The session provided an opportunity for participants to discover ways that libraries can be involved in publishing.