Developing a Framework for the Examination of Anchoring Vignette Assumptions Using Cognitive Interviews: A Demonstration in the ICT Skills Domain

Field Methods ◽  
2021 ◽  
pp. 1525822X2199128
Author(s):  
Hana Vonkova ◽  
Jan Hrabak ◽  
Katerina Kralova ◽  
Ondrej Papajoanu
Keyword(s):  
Information And Communications Technology ◽  
Cognitive Interviews ◽  
Communications Technology ◽  
Self Assessment ◽  
Ict Skills ◽  
Self Reports ◽  
Assessment Measures ◽  
Questionnaire Surveys ◽  
Scale Usage ◽  
Response Consistency

Self-assessment measures are commonly used in questionnaire surveys. However, one of the problems with self-reports is that they may be prone to differences in scale usage among respondents. The anchoring vignette method addresses this issue. It relies on two assumptions: response consistency and vignette equivalence. Here we aim to develop a framework for the examination of these assumptions using cognitive interviews and demonstrate it in the Information and Communications Technology (ICT) skills domain. First, we develop new anchoring vignettes describing various ICT skill domains. Second, we examine both assumptions using cognitive interviews with students who are studying different fields. Our analysis shows that the assumptions are indeed not adhered to, especially the assumption of vignette equivalence. Third, we develop a general framework for the examination of the method’s assumptions.

scholarly journals Pre-University Experience of ICT and Self-Access Learning in Japan

2011 ◽  
pp. 182-194 ◽  
Author(s):  
Thomas Lockley
Keyword(s):  
Young People ◽  
Digital Natives ◽  
Current Situation ◽  
Information And Communications Technology ◽  
Original Research ◽  
Communications Technology ◽  
Ict Skills ◽  
University Experience ◽  
The University

Information and Communications Technology (ICT) can play a key role in self-access learning and the organization of self-access centres (SACs) (Reinders & Lázaro, 2007). The generation of young people currently at university has been labeled “digital natives” (Prensky, 2001), yet it would seem that many of these “natives” in Japan seem to lack the necessary ICT skills to use in the university context (Castellano, Mynard & Rubesch, 2011; Williams, 2011). This paper assesses the current situation of Japanese young people’s pre-university ICT experience and its implications for self-access learning. Do they actually lack the necessary skills to engage with self-access in an ICT context? Or does the reality in fact show that this perception is wrong and if so why? This paper will answer the questions through original research (N=105) and reference to the literature, globally and in Japan. It finds that students have more competence than previously believed and ventures some reasons for this previous misperception.

APEC Cyber Academy

2007 ◽  
pp. 154-177 ◽  
Author(s):  
C. S. Lin ◽  
C. C. Chou
Keyword(s):  
Learning Community ◽  
Knowledge Construction ◽  
Intelligent Agent ◽  
Project Based Learning ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Global Collaboration ◽  
Ict Skills ◽  
Self Regulated Learning ◽  
K 12

This chapter introduces how APEC Cyber Academy, an international networked learning environment designed for K-12 students, can foster global collaboration through the integration of sound pedagogy and human computer interaction (HCI). Pedagogical principles that encourage project-based learning, knowledge construction, collaborative learning, community building, and critical thinking are incorporated into the design of this human computer interface. Furthermore, HCI is enriched by 3D virtual reality, multi-player games, an intelligent agent, video/voice conferencing, text-to-speech technologies, and instructional modules that are rooted in constructivist and self-regulated learning. APEC Cyber Academy provides a platform for engaging students in global collaboration and increasing information and communications technology (ICT) skills.

scholarly journals Incorporating Information Communication Technology Skills in Accounting Education

2020 ◽  
Vol 16 (4) ◽  
pp. 100-110
Author(s):  
Mohamad Osmani ◽  
Nitham Hindi ◽  
Vishanth Weerakkody
Keyword(s):  
Communication Technology ◽  
Professional Associations ◽  
Information And Communications Technology ◽  
Accounting Education ◽  
Software Systems ◽  
Communications Technology ◽  
Information Communication ◽  
Job Market ◽  
Ict Skills

Information and communications technology (ICT) is widely utilized in the accounting profession and has transformed the accounting functions in business and the role of accountants. Acknowledging the significance of ICT skills in accounting education, many employers and professional associations are calling for integration of accounting curricula with ICT. Therefore, it is vital for potential accounting professionals to be equipped with the most current ICT skills pursued by employers. This study searches the current job market to capture a snapshot of the most in demand graduate skills, in particular, ICT skills. Furthermore, it also lists a number of software systems for accountancy solutions and their supplier firms.

scholarly journals Staying Up to Date with Changes in IT

2011 ◽  
pp. 3577-3581
Author(s):  
Tanya McGill
Keyword(s):  
Rate Of Change ◽  
Information And Communications Technology ◽  
Job Skills ◽  
Communications Technology ◽  
Ict Skills ◽  
Knowledge And Skills ◽  
Long Period ◽  
American Students ◽  
It Knowledge ◽  
Over Time

Information and communications technology (ICT) has been changing rapidly over a long period and this rate of change is likely to continue or increase (Benamati & Lederer, 2001a; Lee & Xia, 2005). This rapid rate of change has produced many opportunities for organizations, but has also brought with it many challenges (Benamati & Lederer, 2001b). Among these challenges is the struggle for organizations to obtain personnel with the appropriate information technology (IT) knowledge and skills in order to meet their ICT needs (Byrd & Turner, 2001; Doke, 1999; Standbridge & Autrey, 2001). This is mirrored by the continual requirement for IT professionals to keep up to date with the skills required by organizations (Benamati et al., 2001a; Klobas & McGill, 1993; Moore, 2000). Previous research has investigated the importance employers place on various skills and perceived deficiencies in these skills (e.g., Doke, 1999; Leitheiser, 1992; Nelson, 1991; Prabhakar, Litecky, & Arnett, 2005). While the call for improved communication and social skills has been consistent, the technical skills in demand have varied dramatically over time (Prabhakar et al., 2005; Van Slyke, Kittner, & Cheney, 1998). Less has been written about students’ perceptions of the importance of various ICT skills, though this was addressed in a study that compared Australian and American students’ perceptions of ICT job skills (von Hellens, Van Slyke, & Kittner, 2000). This article provides an overview of a project that investigated the channels of information that ICT students use to keep up to date with employers’ needs.

Sign in / Sign up

Export Citation Format

Share Document