Table of Contents of the Journal of Information Technology Education: Innovations in Practice, Volume 19, 2020

Table of Contents of the Journal of Information Technology Education: Innovations in Practice, Volume 20, 2021

Table of Contents of the Journal of Information Technology Education: Innovations in Practice, Volume 21, 2022

Aim/Purpose: The study aims to supplement existing knowledge of information systems by presenting empirical data on the factors influencing the intentions of doctoral students to learn through online platforms. Background: E-learning platforms have become popular among students and professionals over the past decade. However, the intentions of the doctoral students are not yet known. They are an important source of knowledge production in academics by way of teaching and research. Methodology: The researchers collected data from universities in the Delhi National Capital Region (NCR) using a survey method from doctoral students using a convenience sampling method. The model studied was the Technology Readiness and Acceptance Model (TRAM), an integration of the Technology Readiness Index (TRI) and Technology Acceptance Model (TAM). Contribution: TRAM provides empirical evidence that it positively predicts behavioral intentions to learn from online platforms. Hence, the study validated the model among doctoral students from the perspective of a developing nation. Findings: The model variables predicted 49% of the variance in doctoral students’ intent. The TRAM model identified motivating constructs such as optimism and innovativeness as influencing TAM predictors. Finally, doctoral students have positive opinions about the usefulness and ease of use of online learning platforms. Recommendations for Practitioners: Academic leaders motivate scholars to use online platforms, and application developers to incorporate features that facilitate ease of use. Recommendation for Researchers: Researchers can explore the applicability of TRAM in other developing countries and examine the role of cultural and social factors in the intent to adopt online learning. Future Research: The influence of demographic variables on intentions can lead to additional insights.

Table of Contents of the Journal of Information Technology Education: Innovations in Practice, Volume 22, 2023

Table of Contents of the Journal of Information Technology Education: Innovations in Practice, Volume 23, 2024

The purpose of this study is to explore the effect of electronic service quality subdimensions upon the behavioural and praising intentions of users engaged in internet banking. Using the survey method, 203 responses were collected from users of online banking in Turkey. A partial least square structural equation model was constructed to test both the reliability and validity of the measurement, as well as the structural model. The results indicated that emotional benefits, ease of use, and control subdimensions, which are influenced through graphical quality and layout clarity, have a significant and positive impact upon the behavioural and praising intentions of users of online banking. The study did not find support for the direct effect of layout clarity upon behavioural and praising intentions.

Green entrepreneurial intention (GEI) in the agriculture sector signifies agricultural businesses' strong determination to embrace environmentally sustainable practices and innovative eco-friendly approaches. To understand farmers' GEI, the research applied theories of entrepreneurial events and institutional theory. A model was developed and empirically validated through structural equation modelling (SEM). A questionnaire survey was used to collect data from 211 farmers from the southern region of India. Findings revealed that perceived desirability, perceived feasibility, mimetic pressure, and entrepreneurial mindset positively influenced GEI. Entrepreneurial mindset played a mediating role in strengthening the farmers GEI. This study contributes to understanding GEI in agriculture and informs strategies for promoting sustainable farming practices.

Today, income management is one of the attractive and controversial issues in accounting investigation areas from both investigations and regulatory view. Managers do manage income either to distort information or to defer and report the information related to future incomes. This investigation aims at examining the effect of taxable income management on the information content of taxable income of firms. Tests of research hypotheses were performed with an empirical method based on econometric and using multivariate regression analysis, t-test, Wilcoxon total scores, and specifically by using the panel data model across 147 firms listed on the Tehran Stock Exchange between 2002 and 2011. Findings show that taxable income management reduces the information content of taxable income. In addition, firms manage accounting income to defer information.

The article describes the integrated adoption of Fedora Commons and MediaMosa for managing a digital repository. The integration was experimented along with the development of a cooperative project, Sapienza Digital Library (SDL). The functionalities of the two applications were exploited to built a weaving factory, useful for archiving, preserving and disseminating of multi-format and multi-protocol audio video contents, in different fruition contexts. The integration was unleashed by means of both repository-to-repository interaction, and mapping of video Content Model's disseminators to MediaMosa's Restful services. The outcomes of this integration will lead to a more flexible management of the dissemination services, as well as to economize the overproduction of different dissemination formats.

The UK JISC-funded Content Lifecycle Integration Framework (CLIF) project has explored the management of digital content throughout its lifecycle from creation through to preservation or disposal. Whilst many individual systems offer the capability of carrying out lifecycle stages to varying degrees, CLIF recognised that only by facilitating the movement of content between systems could the full lifecycle take advantage of systems specifically geared towards different stages of the digital lifecycle. The project has also placed the digital repository at the heart of this movement and has explored this through carrying out integrations between Fedora and Sakai, and Fedora and SharePoint. This article will describe these integrations in the context of lifecycle management and highlight the issues discovered in enabling the smooth movement of content as required.

International universities are changing with their style of operation, mode of teaching and learning operations. This change is noticeable rapidly in India and also in international contexts due to healthy and innovative methods, educational strategies, and nomenclature throughout the world. Technologies are changing rapidly, including ICT. Different subjects are developed in the fields of IT and computing with the interaction or applications to other fields, viz. health informatics, bio informatics, agriculture informatics, and so on. Agricultural informatics is an interdisciplinary subject dedicated to combining information technology and information science utilisation in agricultural sciences. The digital agriculture is powered by agriculture informatics practice. For teaching, research and development of any subject educational methods is considered as important and various educational programs are there in this regard viz. Bachelor of Education, Master of Education, PhD in Education, etc. Degrees are also available to deal with the subjects and agricultural informatics should not be an exception of this. In this context, Doctor of Education (EdD or DEd) is an emerging degree having features of skill sets, courses and research work. This paper proposed on EdD program with agricultural informatics specialisation for improving healthy agriculture system. Here, a proposed model core curriculum is also presented.

Aim/Purpose: The aim of this project was to explore student perceptions of the value of both the creation of video content and exposure to other students’ work though peer assessment and inclusion of exemplars as unit material. Background: The research was in a first year information technology flipped-learning unit, where the assessment involved students developing video presentations that were peer assessed and exemplars incorporated into the unit as teaching material. Methodology: Data was gathered using a mixed methods approach using an online questionnaire followed by semi-structured interviews with a selection of questionnaire respondents. The interviews were designed to further explore issues identified from the analysis of the questionnaire data. Contribution: Informs on student perceptions of peer review and the integration of student generated content into University teaching. Findings: Most students enjoyed the video assessment (58%) with many preferring it to a written or programming task (55-58%). In the subsequent peer assessment, many liked seeing the work of others (67%) and found the approach engaging (63%) yet some other perceptions were mixed or neutral. Recommendations for Practitioners: University IT students generally enjoyed and perceived peer assessment and found student generated content to be valuable. Recommendation for Researchers: Further investigation of peer review and student generated content in contexts where the student cohort represents a variety of cultures and age categories Impact on Society: Contributes to a body of knowledge regarding peer assessment and student generated educational materials. Future Research: Future work is needed to better understand this domain, in particular the role of learners’ individual differences in order to successfully integrate these approaches into modern learning environments.

Table of Contents for IISIT Volume 15, 2018

Aim/Purpose: Teachers are being asked to integrate mobile technologies into their content creation and distribution tasks. This research aims to provide an understanding of teachers taking on this process and whether the use of technology has influenced their content creation and distribution in the classroom. Background: Many claim that the use of technology for content creation and distribution can only enhance and improve the educational experience. However, for teachers it is not simply the integration of technology that is of prime concern. As teachers are ultimately responsible for the success of technology integration, it is essential to understand teachers’ viewpoints and lived technology experiences. Methodology: The Task-Technology Fit (TTF) model was used to guide interpretive case study research. Six teachers were purposively sampled and interviewed from a private school where a digital strategy is already in place. Data was then analysed using directed content analysis in relation to TTF. Contribution: This paper provides an understanding of teachers’ mobile technology choices in relation to content creation and distribution tasks. Findings: Findings indicate that teachers fit technology into their tasks if they perceive the technology has a high level of benefit to the teaching task. In addition, the age of learners and the subject being taught are major influencers. Recommendations for Practitioners: Provides a more nuanced and in-depth understanding of teachers’ technology choices, which is necessary for the technology augmented educational experience of the future. Recommendations for Researchers: Provides an unbiased and theoretically guided view of mobile technology use with content creation and distribution tasks. Impact on Society: Teachers do not appear to use technology as a de facto standard, but specifically select technology which will save them time, reduce costs, and improve the educational experiences of their learners. Future Research: A mixed-method approach, including several diverse schools as well as learners would enrich the findings. Furthermore, consideration of hardware limitations and lack of software features are needed.

Aim/Purpose: This paper presents an exploratory case study into using 360° videos to present small segments of lecture content for IT students in an Australian University. The aim of this study was to understand; what is the impact of incorporating 360° videos into class content for students and teaching staff? In this study the 360° videos are described as “learning atoms”. Learning atoms are short duration videos (1 to 5 minutes) captured in 360°. Background: Within this paper we conducted experiments in the classroom using 360° videos to determine if they have an impact on student's feeling of presence with class content. Additionally, to follow up, how does the inclusion of 360° impact on the teaching experience. Methodology: The methodology used in this study focused on both quantitative and qualita-tive aspects. Data was captured at the same time during the teaching period to address the research questions. In order to gauge the feeling of presence within the classroom a short survey was administered to students in the undergraduate IT class at the start (pre) and end (post) of the semester using the same questions to measure any change. Contribution: The main contributions from this study were that we demonstrated there is a potential for providing an alternative ‘immersive’ content presentation for students. This alternative content took the form of 360° learning atoms, whereas further showed our nuance process for creating and publishing of these atoms. Findings: The results show that for students, learning atoms can help improve the sense of presence, particularly for remote students, however the interactive experience can take student’s attention away from the lecturer. The results present potential for providing an alternative ‘immersive’ content presentation for students, however problems for uptake are present for both students and teachers, such as image capture quality and file size Impact on Society: We foresee this approach as being a new approach to teaching students in higher education within online spaces to increase engagement and move towards having a richer virtual experience no matter the location. Future Research: Future research will be conducted to resolve whether presence and engagement is supported by the inclusion of 360° videos in the classroom.

Table of Contents for IISIT Volume 16, 2019

Table of Contents for IISIT Volume 17, 2020

Table of Contents for IISIT Volume 19, 2022

Table of Contents for IISIT Volume 19, 2022

Table of Contents for IISIT Volume 20, 2023

Table of Contents for IISIT Volume 21, 2024