Timothy J. Ellis

A systems approach to conduct an effective literature review in support of information systems research

This paper introduces a framework for conducting and writing an effective literature review. The target audience for the framework includes information systems (IS) doctoral students, novice IS researchers, and other IS researchers who are constantly struggling with the development of an effective literature-based foundation for a proposed research. The proposed framework follows the systematic data processing approach comprised of three major stages: 1) inputs (literature gathering and screening), 2) processing (following Bloom’s Taxonomy), and 3) outputs (writing the literature review). This paper provides the rationale for developing a solid literature review including detailed instructions on how to conduct each stage of the process proposed. The paper concludes by providing arguments for the value of an effective literature review to IS research.

Temporal transitions in participation flow in an asynchronous discussion forum

This study examined the overarching issue of how temporal transitions, specifically duration of message flow, affects momentum or wellness of discussion in an asynchronous forum. Quantitative data representing time indicators in discussion activity included posting patterns related to duration (density, intensity, latency, and response count), Day-In topic, day of week, and time of day. Qualitative analysis identified notable spikes or irregularities (i.e., peaks and valleys) in the content level of postings. Results revealed that for open-ended topics (i.e., no specific end date imposed by the instructor), the momentum of forum discussion may be short-term, between 21 and 28days into the topic. Peaks and valleys subsequent to 31days were not significant to discussion vitality. Students posted mainly early to mid-week. Time of day had no direct influence on the vitality of the discussion. Strategies for applying temporal transitions in an online forum to motivate and sustain student participation are discussed.

A Guide for Novice Researchers: Design and Development Research Methods

Understanding the type of research methods that may best fit a given research agenda can be daunting task for novice researchers. In many instances, the problem can seem to be overwhelming in that the novice does not possess the basic familiarity with the fundamental terms and concepts of some of the more commonly used approaches to make an informed decision. This paper provides the novice researcher with a basic set of concepts and terms associated with conducting design and development studies, one of the foundational research approaches in the informing sciences. A six phase design and development framework adopted from prior system development methodology literature is presented. Additionally, examples to help the novice researcher better grasp the proposed framework are discussed.

Project-based, asynchronous collaborative learning

The value of collaboration as a tool to promote learning is becoming increasingly more evident. Students engaged in collaborative efforts typically retain the information being learned longer by becoming more actively engaged in the learning activity. There is evidence that collaborative activities foster higher-order thinking skills such as analytical reasoning, synthesis, and evaluation. Furthermore, students work in an environment that better prepares them to meet the challenges inherent in succeeding in the workforce. Constructivism in the form of project-based learning has likewise been shown to foster increased retention of material and greater depth of learning. When combined with collaborative assignments, students have demonstrated greater retention and enhanced capability of transferring concepts to practice. Promoting collaboration in a classroom setting is difficult and often resisted by both teachers and students. This difficulty is magnified for courses offered in an online learning environment. Although there are a number of applications available to enable real-time communication, the immediacy and intimacy of person-to-person interaction is difficult to replace. The non-verbal cues that comprise a large part of everyday communication are largely lost through even the richest online environment. As a result, educators are faced with a dilemma: both students and academic institutions are flocking towards courses offered via an asynchronous learning network, but there is no clear understanding of how to foster collaboration, one of the most promising pedagogical tools. Although asynchronous online environments certainly lack the intimacy and immediacy inherent in face-to-face settings and simulated to an extent by synchronous applications, meaningful collaborative assignments are still possible. The proposed paper details a five-step systems approach for fostering project-based, collaborative learning in an asynchronous learning environment. The steps are illustrated with examples from a graduate-level course in multimedia systems in which asynchronous collaboration was a featured assignment.

Towards a framework of literature review process in support of information systems research

This paper introduces an initial effort towards developing a framework for writing an effective literature review. The target audience for the framework are novice IS researchers or other researchers who are constantly struggling with the development of an effective literature-based foundation for the proposed research. The proposed framework follows the systematic data processing approach comprised of three major stages: 1) inputs (literature gathering and screening), 2) processing (Blooms Taxonomy), and 3) outputs (writing the review). This paper provides the rationale for developing a solid literature review and addresses the central stage, processing the literature. The paper concludes by providing arguments for the value of an effective literature review as well as implications for future work in this proposed framework.

Integrating Multimedia into a Distance Learning Environment: Is the Game Worth the Candle?.

Introduction An online learning environment (OLE) appears to be a setting in which multimedia enhancements could indeed provide noteworthy benefits. As a form of distance learning, the OLE offers a rather barren environment featuring limited student-to-teacher and student-to-student interaction, limited lecture capabilities, and severely restricted presentation capacity. Laurillard (1998, 1993), Daniels (1994), McCarthy (1997) and Riding and Grimley (1999) suggested various manners in which multimedia enhancements could be effectively used to differentially reinforce the various aspects of the teaching-learning process.

An Investigation of a Knowledge Management Solution for the Improvement of Reference Services

This study investigated the use of the knowledge base of QuestionPoint as a knowledge management tool capable of improving reference services in academic libraries. The research addressed the problem that reference librarians continually provide ineffective service to patrons. Because of the expansive exposure to resources, it is often difficult for any individual librarian to accurately recall the best resource or answer for any specific question. While individual librarians may not recall specific information, when they collaborate with their colleagues and share their collective knowledge there is usually an improvement in the quality of service they provide. It would benefit librarians therefore, if they used a knowledge management tool that could capture and store their communal knowledge for future use. This study explored the librarians’ perceptions of the benefits and problems of using the Knowledge Base of QuestionPoint and its impact of on reducing response time and duplication. The study revealed that the reference librarians did not generally use the Knowledge Base, and that there was duplication of effort and no reduction in response time.

Peer Evaluations of Collaborative Learning Experiences Conveyed Through an Asynchronous Learning Network

The value of project-based, collaborative learning activities has been well established in the literature. For both students and faculty, fair and meaningful evaluation of the collaborative assignment is an overarching concern. Since the group-interaction elements of this type of assignment are of great interest - especially in terms of measuring such constructs as group productivity, division of labor, and teamwork skills and detecting instances of social loafing - evaluation cannot be based solely on the instructors assessment of the final product produced by the team. A blending of instructor, self, and peer assessment is indicated but the problems associated with gathering, weighing, and analyzing the data from such a multi-faceted evaluation are quite daunting. There is, however, little consensus on what data is available and how it can be effectively processed to facilitate evaluation of the teamwork in collaborative learning activities conducted in an ALN. The goal of this study was to develop a reliable and valid instrument for conducting self and peer evaluations of the teamwork aspect of a project-based, collaborative learning assignment.

Engineering an online course: applying the ‘secrets’ of computer programming to course development

Colleges and universities are increasingly migrating towards utilising the World Wide Web to convey at least part of, and in many cases, their entire curricular offering. Despite this trend there is little support for the professors responsible for translating courses refined over a career in the classroom for delivery via the Web. Teachers who are experts in their subject area and masters of their craft when in a classroom find themselves in the uncomfortable position of having to relearn how to teach in a new environment with little or no support. Development of an online course is, in many significant aspects, analogous to developing a computer product. The procedures and tools utilised in the software engineering field to manage computer software development, therefore, offer promise for developing online courses. This paper explores the potential of one process developed for the software engineering field-the System Development Lifecycle (SDL)-as a tool to effectively design and develop online college courses.

Extending SCORM LOM

Introduction Wiley (2000) discussed connecting Learning Objects (LO) to instructional design theory via defining LOs and then examining the LO LEGO block metaphor. Wiley defined a LO as a new paradigm for internet learning that is a digital, reusable component (or building block) which can be aggregated into larger modules. The concept of reusability is based on the availability of metadata that defines the content of the LO. Wiley defined metadata as descriptive information about a resource (e.g. data about data). Neven & Duval (2002) compared the architectural features of numerous Learning Object Repositories (LORs) and Learning Object Metadata (LOM) to provide information to user groups to enable them to select appropriate LORs to store their LOs. According to Neven & Duval, Reusable LOs are quickly becoming the fundamental building blocks for eLearning courseware. Sicilia, Garcia-Barriocanal, & Sanchez-Alonso (2005) provided an architectural approach called SLOR using the semantic lifecycle of a LO to facilitate machine understandable metadata for LORs to improve the automated process of searching a LOR. Sicilia et al. defined the functionality for a LOR as a data repository that is responsible for the storage and management of LOs and the associated LOM. Because of the recent advances in eLearning LOM standards development, some LORs use the Sharable Content Object Reference Model (SCORM) Content Aggregation Model (CAM) standard (ADL, 2004). In 1997, the Whitehouse co-sponsored a kick-off meeting for the Advanced Distributed Learning (ADL) Initiative (ADL, 2006). In 1999, the USA Department of Defense (DoD) was mandated by Executive Order 13111 to develop common standards and requirements for eLearning for both public and private sectors (ADL). The DoD embraced the ADL Initiative as a way to satisfy the mandate. In January of 2000, the first version of the SCORM standard (version 1.0) was released. One year later, an updated version (1.2) of the SCORM standard was released. In 2004, a milestone version of SCORM (version 1.3.1) added many improvements by including the IEEE Learning Object Metadata (LOM) 1484.12.1-2002 Final Draft standard. According to ADL documentation, the SCORM standard is based on information from a variety of contributors. However, ADL (2006) specifically credits the origins of the SCORM standard to four organizations: * Aviation Industry CBT Committee (AICC) * Alliance for Remote Instructional Authoring and Distribution Networks for Europe (ADRIANE) * Institute of Electrical and Electronics Engineers IEEE and Learning Technology Standards Committee (LTSC) * Instructional Management Systems (IMS) Global Learning Consortium, Inc. As mentioned above, the ADRIANE and IMS projects that contributed to the LTSC Final Draft 1484.12.1-2002 are mentioned by ADL as significant contributors to SCORM. Figure 1 shows the evolution of LOM standards over the last 14 years and the diagram highlights the synergy that existed between the various LOM projects. Although the ADL SCORM standard was initially independent from the IEEE LOM standard development, ADL changed direction before the SCORM V1.3.1 standard was published by incorporating the IEEE LTSC LOM Final Draft 1484.12.1-2002 standard into the SCORM standard. [FIGURE 1 OMITTED] Extending the SCORM Standard The SCORM standard has limitations that are commonly discussed in the research literature. Mustaro and Silveira (2007) highlighted the fact that SCORM does not support the sequencing of LO components adequately to support adaptive learning. Adaptive learning is defined as a style of organizational learning that uses student successes as the basis for developing future learning directions while a student is participating in the eLearning course. Therefore, the researchers proposed the development of new eXtensible Markup Language (XML) structures to capture learning path LOM to facilitate LO component sequencing for adaptive learning. …