Running Online Exams

We are now doing 100% online teaching, which means the exam is also done online. Here are some things that I have done in setting/administering the exams (hopefully this will be useful to some of you). My objective is for all students to have a qualitatively similar individual exam with minimal incentives to help one another.

  1. Question Randomizing. I use Qualtrics to set the questions. My main objective is to test all students on the same set of N concepts. For each concept, I will have M different but interchangable questions. My assumption is that any students who know a concept will be able to answer any of the M questions. The exam is randomized such that (i) the question sequence varies across students (i.e., students are tested on different concepts at different point during the exam) and (ii) the question for each concept varies across students (i.e., students are tested by different questions for each concept). If N and M are large (and the exam duration is relatively short), then the challenge for students to help one another during the exam is going to be greater.
  2. Forward Move Only. I set the questions just that students answer one question at a time, and they have to answer a question before moving on to the next. They cannot go back to answer a previous question.
  3. Not Incentives To Be Helpful. Because of the question randomizing, I told students that they should turn of their mobile phone and log off from all social media and commuincation accounts (whatsapp/FB/IG/email/etc.). This is because the short exam duration (30 minutes) and format (randomized questions + move move only) mean they have little time and incentives to give help to others; so getting off their phones and accounts take away any pressure for them to give help. And because other students may not be able to help them due to the exam format, they should not waste time asking or waiting for help.
  4. Open-Everything. The exam is open book and students can have access to any course materials, online resources, etc. The only thing they cannot do is to have live support from their friends, parents, spouses, children, etc.
  5. Clear EoE. If your exam questions are not numbered in the system (like in my case, due to randomization), make sure you have a very clear “end of exam” page and communicate this to the students before the exam begins so that they know what to expect. I tell students that they basically have to keep answering any questions that they see until there is no more question to answer. My “end of exam” page shows

You are done with the exam, but…

– Do not turn off the webcam or log off until the instructor says you can.
– Remain seated in front of your webcam, fold your arms, keep your hands away from any electronic devices (phones, computer, etc.)
– Do not communicate any aspects of this exam with other students until the instructor sends out an “all-clear” annoucement.

If you have any good tips about running online exams, do share.

Shocking! What I teach actually works!

Received a feedback from a student who took my Introduce to IS course in Spring 2018:

Given that this course is offered to pre-major freshmen/sophomores, I seldom get to hear from them after the course. But it always feels great when students come back to tell you that they could apply what they learnt in their work subsequently. For me, this course outcome is more meaningful than students’ grades or satisfaction. Yet, as I told the student above, it is more than just my teaching or the course content. You need students with the right attitude and who want to be inspired. We don’t often get such students, but when we have them in our classroom, it makes a world of difference to our teaching and the learning environment.

Nonetheless, I still take whatever credit that is given to me for the student’s outstanding performance at the bank ūüôā

Paper accepted @ ISR

My paper “Adopting Seekers‚Äô Solution Exemplars in Ideation Contests: Antecedents and Consequences” has been accepted at Information Systems Research.

Abstract: To benefit from the wisdom of the crowd in ideation contests, seekers should understand how their involvement affects solvers’ ideation and the ensuing ideas. This present study addresses this need by examining the antecedents and consequences of solvers’ exemplar adoption (i.e., use of solution exemplars that the seekers provide) in such contests. We theorize how the characteristics of seekers’ exemplars (specifically, quantity and variability) and prizes jointly influence exemplar adoption. We also consider how exemplar adoption affects the effectiveness of the resulting ideas, conditional on solvers’ experience with the problem domain of the contests. The results from a company naming contest and an ad design contest show that exemplar quantity and exemplar variability both positively affect exemplar adoption, but the effects are strengthened and attenuated, respectively, by prize attractiveness. The outcomes of a campaign using the ads from the design contest further show that greater exemplar adoption improves ad effectiveness (in terms of click-through performance), although this is negatively moderated by solvers’ domain experience. We discuss the theoretical and practical contributions of this research to ideation contests.

To view the final draft: http://ssrn.com/abstract=3034630. Credits to the ISR review team for helping me improve this research. The paper went through a few rounds of review and expanded from one study in the initial submission to three studies in the final version. I also received valuable comments from many colleagues in the community. The end product is definitely a much better piece of work.

Lovely start to 2018

Received a new year greeting from a former student today:

Happy new year to you! Long time have not contacted you but I really want to thank you again at this time for the IS intro courses you brought to me! I am now doing a tech-startup intern which is platform-oriented, and I found the concept I learnt from the course really helps me understand the work and think about the business logically. I am now doing the major of dual degree in CS and business and want to explore the tech industry more. Hope I have the chance in the future to hear great insights from you like I did in the 2010 courses! Thank you so much! Wish you a happy and enriching 2018!

It is always nice to hear from students that what they learnt in my courses actually help them in their work and cause them to explore more. Coincidentally, I was in the middle of preparing and revising the syllabus for the said Intro. to IS course for the coming semester when I received the email. For the last few years, my colleagues and I have been teaching this course in a “reformed” way: instead of simply teaching off an introductory textbook, we try to make the course more relevant and applicable by covering certain key IS topics and ideas in today’s economy (e.g., platform economics, social media strategy, big data analytics, etc.) as well as traditional core IS concepts. However, some students feel that the way ¬†this course has been taught does not help them in the other IS courses that they take subsequently. A senior colleague heard such feedback and suggested that we should perhaps teach the Intro. to IS course in a more “traditional” manner — just like how introductory courses for marketing and accounting are being structured, where the focus is on the fundamentals, basic principles, etc. in the respective disciplines. Over the past few weeks, I have been trying to decide whether/how to revert the course to the way it was taught in the old days and which topics to drop. Well, the student’s greeting just made the decisions clearer.

 

 

Back in the game…

I always have a soft spot for tech startups. I co-founded one when I was a¬†college freshman many years ago — that was way before when launching¬†a startup is¬†cool and fashionable. Running that startup was fun and exciting but it also brought along a great deal of uncertainty, a tad too much for my wife’s comfort.¬†After a number of¬†years with¬†that startup, I took¬†a difficult decision to exit¬†it so as to¬†pursue a Ph.D.. But who knew¬†that grad school¬†was fun and exciting but it also brought along a great deal of uncertainty, a tad too much for my wife’s comfort… ūüôā (Doing Ph.D./research actually shares many similarities with¬†running a startup; I will save that topic for another post.)

So when¬†I received my Ph.D., I promised my wife that I would behave myself and focus on my academic career for 6 years — that’s roughly the¬†amount of time needed for¬†a rookie assistant professor to beef up his profile to apply for¬†tenure. No startups (or other funny ideas) before that. Nevertheless, due to¬†my work and research interest, I have many opportunities to advise startups. Although a few¬†of these startups¬†have interesting business propositions, I always resist the temptation to be too involved in them.

Well, the situation has just changed. Some months ago, I was roped into¬†a tech startup by¬†a friend, taking a non-executive role. I can’t reveal much about the company at this point, but I can say that it is involved with¬†a¬†pretty exciting technology. One¬†that I believe is going to be¬†the backbone for many tech trends and products in the future. And one that¬†passes the “strategic value” criteria that I talk¬†about in class; sometimes you just have to walk the talk and put the money where your¬†mouth is…

It is not all rosy

A few weeks ago, I noticed that the feedback that I shared on this website about¬†my undergraduate course¬†Introduction to Information Systems¬†(ISOM2010)¬†is¬†mainly positive. I feel I should also show other types of¬†feedback that I have¬†received so as to give a more accurate picture. However, students only email or tell me about their course experience when they have nice things to say (understandably so). Although students had¬†given some not-too-positive¬†feedback in the course evaluation previously, those¬†comments were¬†usually¬†not very¬†“juicy” in the sense they were¬†mainly¬†about the heavy workload,¬†etc.,¬†which I actually show to current students in class so as to help them manage their expectation. So I thought I should¬†wait for the latest¬†evaluations to come in and see if I can put together more¬†“dark side” of my teaching¬†before making a post. Right from the first lecture in¬†this¬†semester, I could sense that the vibe among certain¬†students in one¬†of the sections (L2)¬†wasn’t too positive.

Well, I received the¬†evaluation¬†reports this morning¬†and I must say that this year’s students, especially those from L2, did not disappoint. A few students wrote passionately about their horrible experience with my teaching. In fact, I was so bad that I achieved a personal career¬†low instructor rating. A¬†pretty humbling experience, I must say. Below, I provide this semester’s¬†evaluation reports in their entirety. This information will¬†help future students¬†who are enrolled in my ISOM2010 course (or thinking to do so) to know what to¬†expect and perhaps¬†run away (i.e., ditch¬†the course) while they can.¬†For good measure, I’m including the evaluation report for the MBA course on digital marketing (ISOM5390) that I taught in this semester too.

[Quick tip for navigating the reports: Q11 is the instructor rating score; Q14 is about the weak points of the course/instructor.]

ISOM2010 L1:

Download (PDF, Unknown)

ISOM2010 L2:

Download (PDF, Unknown)

ISOM2010 L3:

Download (PDF, Unknown)

ISOM5390:

Download (PDF, Unknown)

Early feedback for ISOM2010

Although there are two more lectures to¬†go for¬†the undergraduate course¬†Introduction to Information Systems ¬†(ISOM2010), I have received¬†a student’s feedback about the course.

It is my pleasure to be in isom 2010 course this semester which refresh my mind a lot about the newest trend in IS as well as the details and situations behind them. Before taking this course, I know little about the topics like big data and analytics, however, this course gives me more insights and understanding about them and motivates me to self-learn and read more readings related to machine learning and related stuff. The presentation has also reinforced my understanding about IS concepts as well. The whole course is well-designed, I really love this course a lot and it also triggers me to take ISOM as my major in the future!

The pleasure is all mine. It is a bit early to receive course feedback,¬†but I’m not complaining, especially when the feedback is positive ūüôā It’s always nice to know¬†the planned course¬†activities/readings/topics¬†have some intended effects on some students.

Less is more?

Over the past few years, I have coached a number of undergraduate teams for international case competitions. We would have regular trainings over a few weeks, I would accompany them to the competitions, etc. None of these teams proceeded to the finals despite performing well.

Earlier this semester, I advised two of my MBA students who were participating in separate case competitions. This week, they informed me that their teams¬†did quite well in their respective competitions. One team won the¬†International Business Ethics Case Competition¬†and the other came in Second¬†Place¬†for the¬†Wake Forest Case Competition. All in all, I spent at most¬†3 hours on¬†one of these¬†teams and not more than 1 hour with the other. So, maybe less is indeed more — less involvement from me = more success for my students¬†ūüôā