Current Issue
Volume 23, No. 2 - March, 2025
| 4 |
AI-Powered Learning Support: A Study of Retrieval-Augmented Generation (RAG) Chatbot Effectiveness in an Online Course
Guido Lang, Quinnipiac University Tan Gürpinar, Quinnipiac University |
| 14 |
Training Data-Savvy Managers: An Analysis of Graduate Business Analytics Programs
Fariba Nosrati, Ramapo College of New Jersey Timothy Burns, Ramapo College of New Jersey Yuan Gao, Ramapo College of New Jersey Cherie Sherman, Ramapo College of New Jersey |
| 29 |
Using LEGO® Brick Data to Teach SQL and Relational Database Concepts
James Wolf, Illinois State University |
| 45 |
A UTAUT-based analysis of the Adoption Factors of Student Evaluations of Teaching
My Hami Doan, Northern Kentucky University Nicholas Caporusso, Northern Kentucky University Bikash Acharya, Northern Kentucky University Priyanka Pandit, Northern Kentucky University Sushant Shrestha, Northern Kentucky University Na Le, Northern Kentucky University Rajani Khatri, Northern Kentucky University Will Pond, Northern Kentucky University Rajani Khatri, Northern Kentucky University |
| 62 |
The Use of Competency-based Statements in Assessing Student Knowledge, Skills, and Abilities: A study in a Network Security Class
Jeff Hanson, Towson University Blair Taylor, Towson University Siddharth Kaza, Towson University |
About ISEDJ
ISSN#: 1545-679X
The Information Systems Education Journal (ISEDJ) is a peer reviewed journal published five to six times per year that focuses on IS education including (but not limited to) model curriculum, outcomes assessment, distance education challenges, capstone and service learning projects, security, and information system research toward educators. Accepted papers are peer reviewed to determine quality and level of contribution. This submission process is integrated with the annual ISCAP Conference (Information Systems & Computing Academic Professionals)
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We are proud to report that there were 10,840 downloads of ISEDJ manuscripts from the
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Starting in 2024, all manuscripts have been assigned a DOI# to make them more accessible to the academic community.
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