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 Issue
Volume 16 Issue 3, ICIME 2013 / Oct 2013  pp161‑254

Editor: Nelson Leung

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Editorial for the Special ICIME edition of EJISE‑ ICIME 2013  pp161‑162

Leung, Nelson

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Enabling Students with Disabilities with Computing Interaction and Empowerment though Enhanced Strategic Instructional Course Design  pp163‑172

Dr. Bob Barrett

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Improving Usability Outcomes for each of the Usability Practitioner Roles  pp173‑187

Vince Bruno, Martin Dick

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The Role and Requisite Competencies of the Public Sector CIO: a Two‑sided Perspective  pp188‑199

Val Hooper, Beverley Bunker

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Use, Perception and Attitude of University Students Towards Facebook and Twitter  pp200‑210

Kevin Johnston, Mei-Miao Chen, Magnus Hauman

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Sectorial Adoption Analysis of Cloud Computing by Examining the Dissatisfier Landscape  pp211‑219

Easwar Krishna Iyer, Arathi Krishnan, Gaurav Sareen, Tapan Panda

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The Conditions of Complex Innovation Adoption Occurrence „ A Critical Realist Perspective  pp220‑230

Marius Mihailescu, Daniela Mihailescu, Sven Carlsson

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Defining Social Technologies: evaluation of social collaboration tools and technologies  pp231‑240

Aelita Skaržauskienė, Rūta Tamošiūnaitė, Inga Žalėnienė

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

Hien Minh Thi Tran, Farshid Anvari

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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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