Jamie S. Switzer

Workforce readiness: A study of university students' fluency with information technology

This study with data collected from a large sample of freshmen in 2001 and a random stratified sample of seniors in 2005 examined students perceived FITness (fluency with Information Technology). In the fall of 2001 freshmen at a medium sized research-one institution completed a survey and in spring 2005 a random sample of graduating seniors completed a similar survey. The surveys measured the students self-reported proficiency in basic information technology knowledge and skills such as word processing and presentation software as well as more complex applications such as digital audio. We found a significant increase in perception of skills in presentation software and browsers and although both groups reported low skill levels, a significant decrease in perception of skills in database, web animation, programming, desktop publishing, digital video, and video audio. Although one might assume an undergraduate would indicate an increase in information and communication technology skills, this study found that often students perceptions of ability decline. However this decrease may be due to their increased awareness of the skills needed in the workforce.

Teaching Computer-Mediated Visual Communication to a Large Section: A Constructivist Approach

A constructivist approach to teaching encourages students to seek answers for themselves, while the instructor acts as a guide and facilitator as students pursue information gathering and knowledge construction. In a large class, it is difficult to use a constructivist model of education simply because of the number of students involved. This article discusses how a university instructor was successful in creating a constructivist learning environment in a large class section.

United States Taxation of Virtual World Economies: A Review of the Current Status

The taxation of virtual world economies is uncharted terrain, one that both researchers and government officials are just beginning to scrutinize. Taxes are inevitable in any economy, but what about the increasingly lucrative virtual world economies? The market for virtual goods and services in the U.S. alone is estimated to be between

Strategic Design of an Interactive Video Learning Lab (IVL)

2.9 and

Impression Formation in Computer-Mediated Communication and Making a Good (Virtual) Impression

3.5 billion annually and is predicted to grow to

The Myth of the Tech-Savvy Student: The Role of Media Educators in a Web 2.0 World

5 billion by 2016. So it is no wonder that governments are beginning to take notice. Experts are divided as to the feasibility of taxation of virtual economies. Most experts agree however that there is significant ambiguity in the current U.S. Internal Revenue Code with respect to virtual worlds. It is unclear if transactions occurring in a virtual world are taxable in the U.S., and the Internal Revenue Service has to date not offered any strong guidance regarding the issue. In this chapter, we argue that virtual transactions are already subject to taxation under current U.S. law, at any point in time that the U.S. Internal Revenue Service should decide to enforce the current law, whether taking place in game worlds or unscripted worlds. This would include virtual-to-virtual transactions as well as virtual-to-real transactions, as the issue at hand is whether or not virtual activity is taxable, regardless of realization, because all goods and services have a fair market value.

E-Collaboration Using Group Decision Support Systems in Virtual Meetings

The purpose of this study was to research elements necessary for design of an interactive video learning lab (IVL) for business courses. A properly designed interactive video-learning lab will provide state-of-the-art training and educational materials, in a facility open twenty-four hours a day if needed. With the self-paced, personalized learning available with IVL, learning times can decrease while retention is increased. Using available courseware individualized instruction can be offered on topics not currently covered in the business curriculum.