The Journal of Information Systems Education (JISE) is a peer reviewed journal published quarterly that focuses on IS education, pedagogy, and curriculum including (but not limited to) model curriculum, course projects/cases, course materials, curriculum design & implementation, outcomes assessment, distance education challenges, capstone learning projects, and technology selection & impact.
The mission of JISE is to be the premier journal on information systems (IS) education. To support that mission, JISE emphasizes quality and relevance in the papers that it publishes. In addition, JISE recognizes the international influences on IS education and seeks international input in all aspects of the journal, including authorship, reviewing, and Editorial Board membership.
JISE operates as a Diamond Open Access journal. This means that there are no subscription fees, no submission/processing fees, and no publication fees. All papers published in JISE have undergone rigorous peer review. This includes an initial editor screening and double-blind refereeing by three or more expert reviewers.
Current Issue: Volume 32, Issue 3 (2021)
Social Media: Computing Education Perspectives in Diverse Educational Contexts
Vasileios Paliktzoglou, Solomon S. Oyelere, Jarkko Suhonen, and Nasibu R. Mramba
Using a Modified Understanding by Design® Framework to Incorporate Social Media Tools in the Management Information Systems Curriculum for Generation Y and Z Students
Dana Schwieger and Christine Ladwig
Incorporating Big Data Tools for Social Media Analytics in a Business Analytics Course
Amir H. Zadeh, Hamed M. Zolbanin, and Ramesh Sharda
Motivation in Gamified Social Media Learning: A Psychological Need Perspective
Kingsley Ofosu-Ampong, Richard Boateng, Emmanuel A. Kolong, and Thomas Anning-Dorson
Investigating Students’ Perception towards the Use of Social Media for Computing Education in Nigeria
Friday J. Agbo, Olayemi Olawumi, Oluwafemi S. Balogun, Ismaila T. Sanusi, Sunday A. Olaleye, Kissinger Sunday, Emmanuel A. Kolog, Donald D. Atsa’am, Frank Adusei-Mensah, Ayobami Adegbite, and Funmilola W. Ipeayeda