The Electronic Journal of Information Systems Evaluation provides critical perspectives on topics relevant to Information Systems Evaluation, with an emphasis on the organisational and management implications
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Journal Article

Empirical Study on Knowledge Based Systems  pp11-20

Gabriela Avram

© Jan 2005 Volume 8 Issue 1, Editor: Dan Remenyi, pp1 - 80

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Abstract

Knowledge‑based systems (KBSs) implement the heuristic human reasoning through specific techniques, procedures and mechanisms, in order to solve problems that do not have a traditional algorithmic solution. Research on this topic is being done in numerous organisations all over the world, from higher education laboratories to research institutes and software development organisations. A first research project, aimed at gathering information about the State‑of‑the‑Practice in building knowledge‑ based systems with practical applications, needed a preliminary study to ascertain if KBSs still exist today as a research topic, or the interest in them actually faded. The study was also required for finding organisations currently building KBSs for different domains. The project's aim was to catalogue the software andor knowledge engineering methods employed by the listed organisations, in order to draw a comprehensive image (State‑of‑the‑ Practice) of the field. The current paper contains the results of this preliminary study only. A second research project re‑used the results of the preliminary study, focusing on the study of KBSs' successful implementations as a basis for building a method that would allow practitioners to choose the most appropriate KM tools for each organisation's specific problems and situations. A trigger for this second project was the interest in studying the causes of KBSs rejection by the end‑users. An attempt to map the identified applications of KBSs to different phases of knowledge management lifecycle is also presented.

 

Keywords: knowledge-based systems, taxonomy, success, failure, knowledge management tools

 

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Journal Article

The Five‑dimensional Reflective Cycle Framework for Designing Financial Information Management Systems Courses  pp241-254

Hien Minh Thi Tran, Farshid Anvari

© Oct 2013 Volume 16 Issue 3, ICIME 2013, Editor: Nelson Leung, pp161 - 254

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Abstract

Abstract: Financial Information Management Systems (FIMS) or Accounting Information Systems (AIS) is a cross‑discipline subject, often taught by Computing and Accounting disciplines. In recent years, demand for this subject has grown. However, educato rs have lamented high failure rates among AIS students; professional bodies have reported that graduates lack sufficient meta‑cognitive knowledge of information systems to perform their tasks. Students have reported that their knowledge of databases, ente rprise resource planning and relevant technology topics is lacking. Quality teaching of FIMS or AIS requires instructors to actively update their knowledge of accounting systems and information technology as well as to reflect on their teaching techniques . Reflection and reflective practices are taught within the education discipline, and have grown in popularity among many other disciplines. Yet little has been written about how accounting and IT professionals reflect on their practice and how they apply their reflections to their teaching. Through our case study at an Australian university, we discuss (1) the rationale for the importance of constructivist theory, cognitive load theory, reflective and action‑research in teaching and learning, (2) Blo om⠒s Revised Taxonomy, (3) the application of Bloom and the reflective concept for the design and delivery of FIMS courses, (4) reflection on our strategies for applying these concepts (5) how reflective professionals can assist instructors in t he design and delivery of FIMS courses and, (6) how the proposed five‑dimensional reflective cycle framework can assist academics in the design of AIS courses. Our study supports the view that reflection, within the proposed framework, is an effective strategy; and that Bloom⠒s Revised Taxonomy and the PEER Model are tools which can assist instructors to teach FIMS and AIS courses in a way that enhances participant⠒s learning abilities. We present a five‑dimensional reflective cycle framework t hat facilitates reflective practice among academic and prof

 

Keywords: Keywords: constructivist theory, Blooms Revised Taxonomy, active learning, five-dimensional reflective cycle framework, evaluation, financial information management systems, FIMS, accounting information systems, AIS

 

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