In this paper, we analyze and categorize research related to Agile teaching and learning in Information Systems education using an existing conceptual framework. To this end, a systematic literature review beginning with 642 papers led to the identification of 30 relevant papers written in English and published through 2018 in academic IS outlets. Our analysis reveals three ways in which Information Systems educators incorporate Agile into their courses: 1) using Agile as a pedagogical approach to teach non-Agile content, 2) using Agile as a pedagogical approach to teach Agile content, and 3) using non-Agile pedagogical approaches to teach Agile content. The majority of relevant papers were published between 2016 and 2018. We present an analysis of the three instructional approaches to serve as a resource for interested individuals and recommend directions for future studies related to Agile teaching and learning in IS education.

With the recent growth and popularity of DevOps in industry, practitioner outlets, and publications within the areas of computer science and software engineering, the aim of this paper is to address the question, "Is Information Systems late to the party?" In hopes of shedding light on this question, the authors conducted a thorough and systematic review of the publications contained in the Association for Information Systems eLibrary to examine the current state of DevOps research within the area of Information Systems. By following guidelines established for conducting reviews of literature in Information Systems, the authors identified 42 papers containing the keyword DevOps or Devops. Further analysis of each paper revealed only six papers that directly addressed the topic of DevOps. The authors conclude that Information Systems needs to fully "join the party" and that DevOps represents a fertile ground for increased Information Systems research.

Aim/Purpose: Compared student academic performance on specific course requirements in a C# programming course across three instructional approaches: traditional, online, and flipped. Background: Addressed the following research question: When compared to the online and traditional instructional approaches, does the flipped instructional approach have a greater impact on student academic performance with specific course requirements in a C# programming course? Methodology: Quantitative research design conducted over eight 16-week semesters among a total of 271 participants who were undergraduate students en-rolled in a C# programming course. Data collected were grades earned from specific course requirements and were analyzed with the nonparametric Kruskal Wallis H-Test using IBM SPSS Statistics, Version 23. Contribution: Provides empirical findings related to the impact that different instructional approaches have on student academic performance in a C# programming course. Also describes implications and recommendations for instructors of programming courses regarding instructional approaches that facilitate active learning, student engagement, and self-regulation. Findings: Resulted in four statistically significant findings, indicating that the online and flipped instructional approaches had a greater impact on student academic performance than the traditional approach. Recommendations for Practitioners: Implement instructional approaches such as online, flipped, or blended which foster active learning, student engagement, and self-regulation to increase student academic performance. Recommendation for Researchers: Build upon this study and others similar to it to include factors such as gender, age, ethnicity, and previous academic history. Impact on Society: Acknowledge the growing influence of technology on society as a whole. Higher education coursework and programs are evolving to encompass more digitally-based learning contexts, thus compelling faculty to utilize instructional approaches beyond the traditional, lecture-based approach. Future Research: Increase the number of participants in the flipped instructional approach to see if it has a greater impact on student academic performance. Include factors beyond student academic performance to include gender, age, ethnicity, and previous academic history.

Introduction Software development continues to be plagued with issues related to the completion of projects that fulfill user requirements on-time and within budget. Agile development, which is a set of software development methodologies based on the concepts of adaptability and iterative development, has been suggested as a way to alleviate these recurring problems (Abrahamson, Warston, Sippon, & Ronkainen, 2003). Agile development promotes collaboration between cross-functional and self-organizing teams utilizing adaptive planning and development that is responsive to change. Another concept that some organizations have embraced is developing software using global virtual teams. The benefits of drawing from a large group of talented software developers available around the world, a 24-hour work schedule, and the ability to rapidly form and deploy virtual teams is a strong lure for organizations that want to address the challenges faced in software development (Battin, Crocker, Kreidler, & Subramanian, 2001; Carmel & Agarwal, 2001; Damian & Moitra, 2006; Herbsleb & Moitra, 2001). However, there are many difficulties that need to be overcome to create a multicultural, multidisciplinary, informing environment in which teams can flourish (Battin et al., 2001). Prior research has investigated how to combine these approaches (Agerfalk & Fitzgerald, 2006; Holmstrom, Fitzgerald, Agerfalk, & Conchuir, 2006; Jalali & Wohlin, 2012; Ramesh, Cao, Mohan, & Xu, 2006; Sarker, Munson, Sarker, & Chakraborty, 2009; Sarker & Sarker, 2009). An issue that arises is the actual design of teams utilizing this combined approach. While the software development process has been studied from an Informing Science perspective (Roussev & Rousseva, 2004), this research specifically examines the design of global virtual teams employing agile software development methodologies via a case study through the lens of Informing Science (Cohen, 2009). Application of the Informing Science Framework Cohen (2009) presented an updated model of the Informing Science framework that draws upon Shannon and Weaver's (1949) communication model and Wilson's (1981) model as shown in Figure 1. [FIGURE 1 OMITTED] In Figure 1, the informer is the sender (encoder) of a message, while the client is the receiver (decoder) of the message. In the global agile development arena, the informer and client can be members of the same global development team (either co-located or geographically dispersed) or the customer for whom the system is being developed. Next in the figure is the need or task. In this research, the task was the software development that must be accomplished. Agile methods adhere in varying degrees to the values, principles, and practices set forth in the Agile Manifesto. The values emphasize "individuals and interactions over processes and tools," "working software over comprehensive documentation," "customer collaboration over contract negotiation," and "responding to change over following a plan" (Fowler & Highsmith, 2001). Table 1 lists the twelve principles behind the Agile Manifesto. Specific agile practices depend on the agile methodology employed. For example, eXtreme Programming, one used agile methodology frequently, emphasizes small releases (a release every two weeks), pair programming (programmers working in pairs at the same computer where one person controls the keyboard and mouse while the other observes), continuous integration (checking in code and integrating multiple times per day), and user experience (documenting needs by writing a few words on an index card as a reminder of the discussion with the user) just to name a few (Beck & Andres, 2005; Martin, 2003). Another example of an agile methodology that emphasizes specific agile practices is Scrum. These practices include sprints (an iteration or release of software approximately once a calendar month), the daily scrum (a meeting held each day of the sprint lasting 15 minutes or less), sprint planning (used to determine which product backlog subsets are most important and should be included in the next sprint), and scrum of scrums (the coordination of multiple Scrum teams) (Rubin, 2013; Schwaber & Beedle, 2002). …

Introduction Over the past decade SNSs (Social Network Sites) have grown exponentially. The SNS that has experienced the greatest growth and continues to be the most widely used around the world is Facebook. In 2009, the total number of active Facebook users stood at 150 million with half of those users reported to be logging in at least once a day (Zuckerberg, 2009). Worldwide, only Google, Microsoft, and Yahoo were larger Internet sites than Facebook at that time (Schonfeld, 2009). However, in terms of weekly U.S. traffic it did not take long for Facebook to overtake Google doing so in March 2010 with a reported membership exceeding 500 million (Hardawar, 2010). The growth of Facebook continued with membership increasing to 750 million members in mid 2011 (Facebook Press Release, Timeline). And, on October 4, 2012, Mark Zuckerberg (2012) announced that "there are more than one billion people using Facebook actively each month". Although the original intent of Facebook was to connect college students with one another, its worldwide impact can be seen by the fact that it has been translated into over 100 languages (Smith, 2010). In its inception only those with an approved email address with an ".edu" domain name were eligible. Due to this limitation, 18-24 year olds made up the original demographic. However, since Facebook has opened up to individuals outside of the ".edu" domain, other demographic areas are increasing rapidly (Facebook Press Release, Statistics); albeit in the U.S., the majority of SNS users continues to be teens and young adults (Lenhart, 2009). Going forward there does not appear to be any intention to limit its growth as Zuckerberg (2012) noted on the website, "I am committed to working every day to make Facebook better for you, and hopefully together one day we will be able to connect the rest of the world too". Learning management systems (LMS) have been utilized in educational settings for many years. According to the Gilfus Education Group (2012), the top five LMSs for 2011-2012 are the following: Blackboard, Desire2Learn, Moodle, Adrenna Academic, and Sakai Open Academic Environment. All are designed to support the instructor and to allow some degree of collaboration between students. Moodle is open source and completely free whereas the latter two are built on open source platforms. Other standard communication methods include traditional e-mail, and communication platforms such as Google's gmail which includes instant messaging and video conferencing. Still, an argument can be made that for collaborative teaching and learning, SNSs such as Facebook, may be a better match for today's students than more traditional pedagogical/andragogical tools (Salavuo, 2008). First, students are comfortable communicating via an SNS because a large number are already using one in their personal lives. Second, students have come to expect a certain amount of media richness of their technologies, preferring videos, photographs, and graphics to be a part of their learning experience to enhance community building through increased interpersonal knowledge. Often times, a SNS will provide much greater and robust support for multimedia formats than traditional LMS. Third, through the creation of personal profiles students can potential identify others with similar interests and certain areas of expertise, leading to collaborative learning opportunities and sharing of ideas and knowledge. Fourth, with the explosion of mobile devices (e.g., smart phones, pad computing) students have a growing expectation of mobile access. Although some LMSs are now offering mobile applications (e.g., Blackboard, Moodle), functionally speaking, Facebook tends to be much more robust. To some degree they are simply web sites with a front-end that appears like an app, but not providing a true app experience, with full functionality, like the Facebook mobile app. Additionally, the Facebook mobile app is available for free, whereas some LMSs are moving away from providing a free app to charging a fee, unless the app is licensed by the school. …

This study examines the background of introductory programming concepts and the use of video as an instructional tool. Thirty-five students in an introductory C# class were administered a survey to report data on demographics, usage on video, and opinions about the video. Students were in online and face to face sections of the class. Data were analyzed to determine how students used the videos and to determine if there were differences between the two groups. Multiple aspects analyzed show no difference in use of the online video between face to face and online students.

This study examines the background of introductory programming concepts and the use of video as an instructional tool. Thirty-five students in an introductory C# class were administered a survey to report data on demographics, usage on video, and opinions about the video. Students were in online and face to face sections of the class. Data were analyzed to determine how students used the videos and to determine if there were differences between the two groups. Multiple aspects analyzed show no difference in use of the online video between face to face and online students.

Social networking sites have experienced explosive growth and they have been integrated into the daily lives of many people. While the majority of college-aged students interact on Facebook every day, both research and implementation of Facebook as a pedagogical tool in the higher education classroom is lacking. This research-in-progress study investigates the question, “How can Facebook can be used to enhance educational experiences beyond that of the traditional classroom?” To do so, students from a southwestern university will participate in a multi-round Delphi study. By generating and ranking ideas directly from students, the results will have content validity and may uncover interesting and state-of-the-art ideas. The results will be available for presentation at the conference.

The Malcolm Baldrige National Quality Award (MBNQA) is well known to assess quality and business processes in a variety of sectors, including government. In this study, we investigate the relationship between aspects of the MBNQA's leadership triad and knowledge management in an e-government context. Specifically, we survey 1,100 employees of a medium-sized city government in the United States to investigate the relationship between leadership triad components, leadership strategic planning, and customer/market focus, with knowledge management. Our results show that these components are significantly related to knowledge management and are important in the delivery of e-government applications to the citizenry.

Drawing upon extant literature, we first construct a framework consisting of three major dimensions (agility, virtualness, and structure) to address the question of how productive agile teams can be configured in globally distributed environments. We then propose a configurational pattern for global agile teams by taking each of the twelve principles of the Agile Manifesto and describe its intersection with each of the dimensions of the framework. Our examination indicates that eight principles are especially relevant for the configuration of global agile teams, while the four remaining principles are either unsupported by previous literature or do not constitute unique considerations.

Social networking sites have seen tremendous growth and are widely used around the world. Nevertheless, the use of social networking sites in educational contexts is an under explored area. This paper uses a qualitative methodology, autoethnography, to investigate how social networking sites, specifically Facebook (TM), can help first semester doctoral students adapt to a Ph.D. program and a new national culture. Each week during the semester, a Ph.D. Student Tip and a Cultural Tip was posted. Students would then post related discussions, observations, and/or questions. At the conclusion of the semester the doctoral students shared their thoughts about participating in the Facebook (TM) group through autobiographical narratives. A technique called open coding was used to analyze the narratives. Our findings suggest three emergent themes. Social networking sites can aid adaptation through: 1) facilitating knowledge exchange, 2) alleviating apprehension, and 3) enabling socialization and building community. The data showed that the Facebook (TM) discussions aided in various types of knowledge exchange, providing a conceptual map that facilitated greater adaptation. Next, the interactions appeared to help minimize trepidation related to embarking on a new program of study and adjusting to a new national culture. Third, the Facebook (TM) group was useful fostering socialization and community among the students. We make the following recommendations for professors when implementing SNS (Social Network Site) groups: 1) establish a Facebook (TM) group with a course-related identity, 2) be sensitive to security and privacy issues, 3) provide tips to "seed" various types of knowledge exchange, 4) encourage participation, and 5) assess and adjust. While our research is exploratory in nature, we believe it provides a foundation for future research in this important and rapidly expanding area of SNS usage.

This paper sets forth semiotics as a viable theoretical foundation of information design. In addition to presenting a brief history of the development of semiotics it also gives three examples of how semiotic principles are applied to specific fields of study. These areas include information systems engineering, organizational decision support systems, information intensive web interfaces, and agent-based ecommerce systems. Although some have criticized semiotics for being arbitrarily applied, the literature presented in this paper supports it as an effective theory of information design which provides many practical applications.

Drawing upon the extant literature this paper proposes a conceptual framework based upon the dimensions of agility, team structure, and virtualness to explore the question of how agile software development teams can be successfully configured in globally distributed environments. Based upon interviews conducted among five globally distributed agile teams a set of best practices is presented based upon these three dimensions.