A systematic literature review on maturity models for information systems in higher education institutions

Carvalho, João Vidal; Pereira, Rui Humberto; Rocha, Álvaro

doi:10.1080/14703297.2019.1648219

Cited by 10 publications

(6 citation statements)

References 20 publications

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“…The influence of Basic Technology teachers' gender on their perceived usefulness, ease of use and intention to use ICT in instruction answer by the results of the t-test established no significant difference between male and female Basic Technology teachers' perceived usefulness, ease of use as well as their intention to use ICT for teaching. These findings on gender refute the earlier findings who posited that this is the twenty-first century, but yet tradition, culture, religion and other factors have continued to widen the disparity between Nigerian men and women in the use of ICT at the expense of women (Carvalho et al, 2020). However, this present finding agreed the other findings whose findings stated that the potential of the ICTs for the advancement of men and women is considerable (Griffin et al, 2012).…”

Section: Discussioncontrasting

confidence: 60%

Intention of Basic Technology Teachers on The Use of ICT for Teaching in Ilorin Metropolis

Nuhu

Aladesusi²

2022

Indonesian J. Educ. Res. Rev.

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Educational systems around the world are becoming increasingly pressured to apply the new ICT tools to their curriculum to provide students with the knowledge and skills that they need in the 21st century. This study analyses the intention of Basic Technology teachers on the use of ICT for teaching. The study was a descriptive of survey type. A total no of 270 respondents are the sample for the study. Data were collected using structured questionnaire. Descriptive statistics was used to answer the research questions; hypothesis was tested with independent t-test. The findings of the study were that; Basic Technology teachers agreed to all the items raised on their intention to use ICT for teaching and there is no significant difference between male and female Basic Technology teachers on the intention to use ICT tools for teaching. The study concluded that Basic Technology teachers’ intention to use ICT for teaching were positive and there is no significant difference between male and female Basic Technology teachers on the intention to use ICT tools for teaching. The study recommends that Basic Technology teachers should endeavor to give the students activities that will involves the use of ICT since they have positive intention to use ICT.

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Section: Discussioncontrasting

confidence: 60%

Intention of Basic Technology Teachers on The Use of ICT for Teaching in Ilorin Metropolis

Nuhu

Aladesusi²

2022

Indonesian J. Educ. Res. Rev.

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“…Based on the literature (Carvalho et al 2018a(Carvalho et al , 2019 and the authors' expertise in the design and management of ISs of HEIs, an initial set of dimensions was identified. This set was the starting point of the interviews.…”

Section: Discussion Of the Resultsmentioning

confidence: 99%

“…In this research, through the literature review, it was sought to identify and discuss a set of concepts and key aspects related to the maturity models of the IS in the educational area, as well as to gather, analyse and systematise a set of contributions on the maturity models of the ISs in the HEI field in particular (Carvalho et al 2019). In addition, we also analysed and summarised the different methodologies to develop a conceptual maturity model in the IS field.…”

Section: Methodsmentioning

confidence: 99%

“…Thus, all the experts who were interviewed agreed to include this dimension. We were here inspired by the literature (Carvalho et al 2018a(Carvalho et al , 2019 in proposing this dimension. • HD_US: User Support like the previous dimension, the support for users has an impact on the optimal functioning of applications and, consequently, on the management of information.…”

Section: Vertical and Horizontal Dimensionsmentioning

confidence: 99%

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Architecture of a maturity model for information systems in higher education institutions: multiple case study for dimensions identification

Pereira

Carvalho

Rocha

2021

Comput Math Organ Theory

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Higher education institutions (HEIs) are complex and dynamic organizations in terms of information management, forcing their information systems to respond to enormous challenges and threats. In order to evaluate the HEIs' information systems, we propose the development of a maturity model capable of supporting the role of HEI's managers, as well as accreditation agencies, in the assessment of the maturity of these systems, thus, promoting continuous improvement. In this paper, we present and discuss our proposal for an architecture of the maturity model being developed. This one is based on a two-dimensional architecture composed of vertical and horizontal dimensions. We selected a multi-case study approach, based on five Portuguese HEIs, and reviewed the literature to identify the dimensions. This case study was supported by interviews with experts from the selected HEI. The results of this research work were both encouraging and promising amongst the interviewed experts, revealing a high level of acceptance of the general model architecture, as well as positive expectations about its usefulness in the future. The development of our maturity model is carried out by following a formal methodology specially designed to support the construction of this type of model.

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“…Learning does not only utilize information sourced from books, but from various sources in the form of digital learning materials through elearning. Through e-learning students learn comfortably by communicating with each other on-line (Avando Bastari et al, 2021;Carvalho et al, 2020;X. .…”

Section: Introductionmentioning

confidence: 99%

Formative Evaluation of Digital Learning Materials

Mertasari

Candiasa

2022

j.of education technology

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The use of digital learning materials through e-learning is expected to give students experience to be able to learn themselves in the industrial era 4.0. This study aims to formulate an evaluation method for digital learning materials that is relevant to the development model used. A qualitative approach with an evaluative design through in-depth analysis is applied to student research reports, specifically research on the development of digital learning materials. The formative evaluation method chosen and the reasons for the selection were analyzed and the results were discussed in a focus group discussion. The sample was taken from the results of research by prospective teacher. Expert review was conducted to test the validity of the content and test the design. Content validity test can be done qualitatively or quantitatively by applying Lawshe, Aiken, or Gregory techniques. The design test was carried out with a black-box test. White-box testing is very rarely implemented and is recommended when developing using a programming language. One-to-one and small group tests were conducted using think aloud, cognitive walk through, or heuristics techniques. The results of the analysis found that the formative evaluation methods of teaching materials needed were expert review, one-to-one, small group, and field evaluation. Furthermore, for field tests, inquiry methods can be applied with various techniques, such as learning object review instrument (LORI), user experience questionnaire (UEQ), or system usability scale (SUS).

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A systematic literature review on maturity models for information systems in higher education institutions

Cited by 10 publications

References 20 publications

Intention of Basic Technology Teachers on The Use of ICT for Teaching in Ilorin Metropolis

Intention of Basic Technology Teachers on The Use of ICT for Teaching in Ilorin Metropolis

Architecture of a maturity model for information systems in higher education institutions: multiple case study for dimensions identification

Formative Evaluation of Digital Learning Materials

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