Student Information System: Review of Related Literature
Notably, student information system or SIS incurs such application software designed for educational establishments to manage student data. Student information systems provide capabilities for entering student test and other assessment scores, building student schedules, tracking student attendance as well as managing many other student-related data needs within the institution university. Thus, many of these systems applied in the Philippines can be scaled to different levels of activity and can be configured by their home institutions to meet local needs.
Moreover, before universities have created their own bespoke student record systems, but with growing complexity in the business of educational establishments, organizations now choose to buy customizable within the shelf software. It can be that, modern student information systems are usually server-based, with the application residing on central computer server and are being accessed by client applications at various places within and even outside the school. During the year 1990s, student information systems have been changing and are fast adopted through the presence of a web medium as a channel for accessing SIS without any hassle upon viewing student details and information.
Ideally, educational institutions are under constant pressure to demonstrate both willingness and capacity to incorporate the latest developments in student information systems along with communications technology supporting various teaching ways. As Liao et al., (2007) asserts that SIS process within such technological sophistication does create precise knowledge edge, that such SIS application can be appealing to students and to the academic faculty as well as the parents. Thus, believing that technology is the repository of the bulk of the information that underpins society’s major enterprises and concerns and the medium of communication through which SIS interact with one another.
Furthermore, SIS is transforming educational tactics understandings and school practices in relation to system information and to be able to assist better communication ground through SIS execution, as found within the heart of learning mechanisms (Liao et al., 2007). SIS as of today is changing what people is learning upon such as with the burgeoning of the Internet, the control exercised in the past by the Philippines from various departments of education and by individual teachers over pedagogical content may have diminished significantly. Through this new informative medium, resources of varying quality and provenance on virtually diverse subject matter are now available to the students.
The amount of material available from unaccredited sources is cause of considerable concern to many educators, brought up them into a more integrated student information system such as those found and applied in the University of the Philippines as well as those within the grounds of Ateneo Integrated school wherein SIS processes of were truly understood and realized by the institutions’ education system. Even within academic disciplines there has already been a shift in the importance accorded to the traditional forms of published knowledge, refereed and refined through well accepted but often painfully attenuated process. In such cases there has been movement towards the more rapid electronic dissemination of findings and opinions albeit in a less polished form, depending more on the judgment of the individual reader than on the processes of SIS effectiveness as implied for validation and verification of student resources (Fyffe and Walter, 2005)
The strong implication for education is that skills in effective online searching should occupy more value and more important place within the education curriculum at all levels wherein the adaptation of SIS is most valued for academe effectiveness. From the perspective of the individual student, SIS incorporates enormously increased potential for representing and manipulating information in range of structured education paradigms and strategic study forms as appropriate for a justifiable application of diverse learning styles. Furthermore, the student information systems do provides greater range of ways through which learners can express their knowledge, including the publication of multimedia presentations to the world at large through the Internet. Aside, some of the information system know-how needs that certain students must grapple with inclusion to discovering how to complete comprehensive reviews of the such research studies, learning how to evaluate sources within the context of their projects, and properly citing and including these sources within their theses or dissertations (Perrett, 2004).
Then, because the SIS process is typically completed early into students’ school career and encapsulates each of the facets of knowledge built up and literacy value, including learning what type of SIS is available, finding and accessing system sequence, evaluating tools for the information and then synthesizing the student information system into certain end product for a better career patterns as it seemed like the ideal project to focus SIS and relate it to ample literacy instruction around. While the students had all performed database searches before, they were less likely to have taken advantage of the search management tools available to them through educational databases, how to set up automatic searches to help streamline the research process (Fyffe and Walter, 2005). Like for example, there discusses the benefits of using such bibliographic management software system in order to help illustrate more sophisticated ways of organizing their research. Before the students came to the workshop, they were asked them to fill out brief pre-assessment surveys designed to provide acceptable profile details including their year in school, whether or not they were pursuing their college degree and possible departmental affiliation.
Thus, pointing towards SIS within the knowledge of education services as utilized that include databases used and whether or not students were familiar with curriculum software packages (Perrett, 2004). Truly, it is crucial for the advancement of informative research within composed disciplines and the continued successful integration of SIS as applied in the Philippine setting with resources to higher education systems determining that certain group of students can acquire and gain effective knowledge literacy skills through the SIS process and understanding the value of education services crafted to provide best teachings as possible (Belle and Boote, 2004). Then, for SIS assumption, there is a need to engage students with academic assessment such as upon helping students start thinking about what they would like to learn with regards to a better research investigation and knowing what the gaps in students’ understanding might be. Also, encourage the use of SIS in parallel to active learning style which allows students to interact with their classmates and does help the instructor facilitate an enhanced learning experience through SIS application mode and to finally emphasize the value of making student information connection with a subject teacher for instance geared upon for in-depth education success (Ewald, 2006).
Beile, Penny M., and David N. Boote. 2004. Does the medium matter?: A comparison of a Web-based tutorial with face-to-face library instruction on education students' self-efficacy levels and learning outcomes. Research Strategies 20 (1/2):57-68.
Ewald, Laura A. 2006. Two information literacy standards address manageable comprehensive research at the master's level in organizational communication. Kentucky Library Assocation.
Fyffe, Richard, and Scott Walter. 2005. Building a new future: Preparing "Future faculty" and "Responsible conduct of research" programs as a venue for scholarly communication discussions. College & Research Libraries 66 (9):654-663.
Liao, Yan, Mary Finn, and Jun Lu. 2007. Information seeking behavior of international graduate students vs. American graduate students: A user study at Virginia Tech 2005. College and Research Libraries 68 (1):5-25.
Perrett, Valerie. 2004. Graduate information literacy skills: the 2003 ANU skills audit. Australian Library Journal 53 (2):161-71.
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