In the age of lifelong learning and increased competition for time, motivation becomes a salient issue. Students need to be more intrinsically motivated in the absence of more formal structure. This is especially true in online learning environments where direct instructor influence is mitigated. Online learning environments typically embrace many choices in ways in which learning material is presented and interaction with students is supported in both individual and collaborative contexts. As such, it is imperative that we better understand the implications of various learning activities and associated technologies on aspects of intrinsic motivation in elearning. In this paper we examine these effects through qualitative analysis of semi-structured interviews with students in an online MBA program. Results encourage use of a pedagogically driven portfolio of learning activities supported by well-selected and integrated audio, video, and data technologies. Extension to use of mobile devices in ubiquitous e-learning contexts is explored.
Systems analysis and design is a crucial task in system development and is included in a typical information systems programme as a core course. This paper presented a preliminary study on gender differences in studying a systems analysis and design course of an undergraduate programme. Results indicated that male students outperformed female students in general in this course. However, regarding the different study focuses of the course, female students performed better in information systems development methodologies and systems analysis, whereas male students worked better in systems design. Discussions have been raised to explain the findings and it was suggested longitudinal studies could be conducted for a more generalized conclusion.
This chapter describes the use of a Web-based essay critiquing system and its integration into in a series of composition workshops for a group of secondary school students in Hong Kong. It begins with a review and application of the hybrid learning approach, followed by a description of latent semantic analysis, a methodology for corpus preparation. Then, the distribution computing architecture for essay critiquing system is described. It explicates the way in which the system is integrated with a writing pedagogy implemented in the workshop and the feasibility evaluation result is derived. The positive result confirms the benefits of hybrid learning.
Systems analysis and design is a complex and challenging process. In order to prepare information systems (IS) major students for employment, the Association for Computing Machinery (ACM) and the Association for Information Systems (AIS) developed the IS 2010 Curriculum Guidelines for Undergraduate Programme in Information Systems which identify the systems analysis and design course as one of the seven core courses in an IS undergraduate curriculum. This study aims to investigate the impact of student performance in Systems Analysis and Design course on the learning of an advanced information systems development methodology course. In addition to a thorough discussion on the findings, limitations of the study and further research were identified.Index Terms-Systems analysis and design, information systems development methodology, gender difference, information systems.
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