Gayle J. Yaverbaum

Asynchronous Computer-mediated Communication versus Face-to-face Collaboration: Results on Student Learning, Quality and Satisfaction

Although there has been more than a decade of literature on computer-mediated communication in education, the research has been unclear as to whether it is an effective replacement for face-to-face (FtF) collaboration. This study sought to add to this body of research by exploring the effects of two modes of collaboration on student groups. Following a repeated-measures experimental design, each student group collaborated on two case studies, one using face-to-face collaboration and the other using asynchronous computer conferencing technology as a means of collaboration. Empirical findings indicate that asynchronous collaboration is as effective as face-to-face collaboration in terms of learning, quality of solution, solution content, and satisfaction with the solution quality. However, students were significantly less satisfied with the asynchronous learning experience, both in terms of the group interaction process and the quality of group discussions.

Critical factors in the user environment: an experimental study of users, organizations and tasks

This study investigates the characteristics of end users within the context of their environments. End users are defined as those persons who interact with a computer as part of their job but are not programmers or analysts. The Job Diagnostic Survey (JDS) developed by Greg Oldham and J. Richard Hackman, is appfied to 84 end users in 15 companies to discern 1) if there is a need for work redesign in the user environment; and 2) if there are problems specific to any part of the user environment. The results are compared with estabfished norms for various categories of workers and show that. end users generally perceive their jobs to be more highly motivating than do most workers. However, managers who utilize computers are not finding their jobs to be much more significant or meaningful than an average manager. Additionally, people utilizing the computer on a regular basis are experiencing boredom from a lack of interpersonal relationships. Solutions must be sought through work redesign.

Association, statistical, mathematical and neural approaches for mining breast cancer patterns

Abstract Using several association and classification approaches to study breast cancer patterns, this study illustrates how these approaches can be used to predict and diagnose the occurrence of breast cancer. The results of the study, based on data obtained from a large medical facility in western Pennsylvania, show that data mining can be a viable tool for breast cancer diagnosis.

Effects of information system education and training on user satisfaction: an empirical evaluation

Abstract This study links end-user computer education to user satisfaction. A questionnaire was designed and employed to evaluate the impact of education and training on user information satisfaction. The subjects, who are employed in a variety of organizations, were queried prior to and after having completed a specially designed course in the management of information systems. After the educational experience, an increase in total user satisfaction was perceived by the subjects. The study demonstrates, however, that the connection between total satisfaction and education must be qualified by the caliber of the services rendered by Information Systems (IS) and the quality of the information product.

Learning basic concepts of telecommunications: an experiment in multimedia and learning

Abstract This paper reports on learning as it is related to use of a multimedia-based tutorial. The tutorial is designed to teach basic concepts of telecommunications to University students. The experiment described analyzes test scores of two sets of students, the first group using the aforementioned tutorial and the second learning in a traditional setting. Although learning, in both cases, occurs, there is no significant difference between the amount learned by students in the control group and those in the experimental group.

Exploring the Dynamics of the End-User Environment: The Impact of Education and Task Differences on Change

Myriads of researchers have investigated the link between information system use and end-user satisfaction. In spite of the proliferation of such research, many questions remain. This study explores the end-user environment by studying motivation and satisfaction of computer users over a 6-month interval. The Job Diagnostic Survey (JDS), designed by Hackman and Oldham, was employed to measure job core characteristics of 44 computer end-users. Scores were compared those of an earlier survey administered within the same organizations. We find that differences in perceived job motivation can be traced to task and education. Furthermore, we conclude that the type of educational program offered by organizations is vital to information system satisfaction.

Developing accreditation for information systems education

New accreditation criteria cover university programs in information systems. The authors consider how IT professionals can contribute. They discuss accreditation efforts to date and current information systems accreditation.

An empirical evaluation of factors influencing expert systems effectiveness

This study explores expert system effectiveness by testing an expert system development model and analyzing the life cycle development process. The objective is to determine the nature of the interactions within the expert system development process and how the process affects expert system effectiveness. The results suggest that life cycle development stages critically impact the overall perception of system effectiveness.

Computer science education in the People's Republic of China in the late 1980s

Last year a delegation of international computer professionals with interests in computer science education participated in an information exchange with colleagues in the Peoples Republic of China. The delegations experiences suggest that the Chinese have made substantial progress in some aspects of computer science education since late 1982, but that difficult problems remain to be solved.

Outcomes-based computing accreditation: program assessment

The Computing Accreditation Commission (CAC) of ABET evaluates programs utilizing outcomes-based assessment methods. To better support the outcome-based accreditation concept, the proposed new computing accreditation criteria do not include detailed curriculum standards. Instead, they expect programs to clearly define program outcomes and objectives, establish an assessment process to determine the extent to which these outcomes and objectives are achieved by graduates, and use the data thus collected to improve the program. The quality improvement processes used in higher education thus reflect the quality improvement processes that have proven useful in other industries. During this session we will discuss the assessment process with the objective of helping programs develop and carry out an assessment plan with ease.