Executive information systems (EIS) have certain unique characteristics that differentiate them from other information systems in both their development and diffusion patterns. This paper utilizes 11 case studies to assess the diffusion of EIS in organizations. The paper examines the critical aspects of EISs in these organizations and specifically attempts to achieve two goals: to analyze and compare the shape of the EIS diffusion curves among these organizations, thereby generating a list of factors that have a bearing on the pattern of diffusion and to advance the conceptual model and composition of the emerging Web‐based EIS. The findings clearly indicate that the traditional EIS has given way to Web‐based resources and the diffusion of EIS does indeed vary from the traditional S‐shaped curve, consistent with most information technology applications. The significance of this study is that it captures the transition of traditional EISs to the new Web‐based information systems that cater to the demands of a highly diversified audience. The paper also presents a quantitative argument, including diffusion models, which explain the EIS adoption in an organization. Finally, the case studies provide some unique insights into the issues relating to these types of systems.
Executive SummaryActive learning and cooperative learning are two alternatives to the traditional lecture/lab approach to teaching software development. Evidence supporting use of these learning strategies in Computer Information Systems (CIS) began to emerge in the mid-1990s as faculty sought ways to improve student understanding of programming concepts, reduce the level of frustration, and better prepare students for jobs based on teamwork.Shifts in the competencies of incoming students have influenced the type of material covered in the sta ndard class period. Though a higher percentage of students may enter knowing the basic mechanics of the computer, it remains difficult for them to effectively apply that skill beyond their personal interests of music, games, and surfing. Used to an advantage, these changes in student competencies can provide more time for "why" topics in place of "how to" topics. Technology integration enables the shift to occur more efficiently, but alternatives to a pure lecture mode of course delivery may be worthwhile.A study with active and peer learning strategies that was conducted at this mid-west USA institution involving software development is reported here. The results of this study indicate that some lecture is necessary, structure is critical, and careful attention to group processes and facilitation is needed. The rewards are that active exercises shorten the learning cycle and improve problem-solving abilities, attitude is significantly improved, and interpersonal skills are gained. Using literature and empirical research this paper assesses the value of active and peer learning environments in programming courses.
Computer competency is no longer a skill to be learned only by students majoring in technology-related fields. All individuals in our society must acquire basic computer literacy to function successfully. Despite the widespread influx of technology in all segments of our society, the literature often report high levels of anxiety and negative attitudes about using computers. Monitoring the computer attitudes and developing an understanding of the variables that affect computer attitudes will assist educators and adult trainers in providing appropriate learning experiences in which learners can succeed. This study examined the relationship between computer attitude and experience, demographic/education variables, personality type and learning style of 214 students enrolled in a university computer literacy course.
Computer competency is no longer a skill to be learned only by students majoring in technology-related fields. All individuals in our society must acquire basic computer literacy to function successfully. Despite the widespread influx of technology in all segments of our society, the literature often report high levels of anxiety and negative attitudes about using computers. Monitoring the computer attitudes and developing an understanding of the variables that affect computer attitudes will assist educators and adult trainers in providing appropriate learning experiences in which learners can succeed. This study examined the relationship between computer attitude and experience, demographic/education variables, personality type and learning style of 214 students enrolled in a university computer literacy course.
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