Evaluating groupware support for software engineering students

Software engineering tasks, during both development and maintenance, typically involve teamwork using computers. Team members rarely work on isolated computers. An underlying assumption of our research is that software engineering teams will work more effectively if adequately supported by network-based groupware technology. Experience of working with groupware and evaluating groupware systems will also give software engineering students a direct appreciation of the requirements of engineering such systems. This research is investigating the provision of such network-based support for software engineering students and the impact these tools have on their groupwork. We will first describe our experiences gained through the introduction of an asynchronous virtual environment ­ SEGWorld to support groupwork during the Software Engineering Group (SEG) project undertaken by all second year undergraduates within the Department of Computer Science. Secondly we will describe our Computer Supported Cooperative Work (CSCW) module which has been introduced into the students' final year of study as a direct result of our experience with SEG, and in particular its role within Software Engineering. Within this CSCW module the students have had the opportunity to evaluate various groupware tools. This has enabled them to take a retrospective view of their experience of SEGWorld and its underlying system, BSCW, one year on. We report our findings for SEG in the form of a discussion of the hypotheses we formulated on how the SEGs would use SEGWorld, and present an initial qualitative assessment of student feedback from the CSCW module

Developing the scales on evaluation beliefs of student teachers

The purpose of the study reported in this paper was to investigate the validity and the reliability of a newly developed questionnaire named ‘Teacher Evaluation Beliefs’ (TEB). The framework for developing items was provided by the two models. The first model focuses on Student-Centered and Teacher-Centered beliefs about evaluation while the other centers on five dimensions (what/ who/ when/ why/ how). The validity and reliability of the new instrument was investigated using both exploratory and confirmatory factor analysis study (n=446). Overall results indicate that the two-factor structure is more reasonable than the five-factor one. Further research needs additional items about the latent dimensions “what” ”who” ”when” ”why” “how” for each existing factor based on Student-centered and Teacher-centered approaches

Knowledge convergence in computer-supported collaborative learning

This study investigates how two types of graphical representation tools influence the way in which learners use knowledge resources in two different collaboration conditions. In addition, the study explores the extent to which learners share knowledge with respect to individual outcomes under these different conditions. The study also analyzes the relationship between the use of knowledge resources and different types of knowledge. The type of external representation (content-specific vs. content-independent) and the collaboration condition (videoconferencing vs. face-to-face) were varied. Sixty-four (64) university students participated in the study. Results showed that learning partners converged strongly with respect to their use of resources during the collaboration process. Convergence with respect to outcomes was rather low, but relatively higher for application-oriented knowledge than for factual knowledge. With content-specific external representation, learners used more appropriate knowledge resources without sharing more knowledge after collaboration. Learners in the computer-mediated collaboration used a wider range of resources. Moreover, in exploratory qualitative and quantitative analyses, the study found evidence for a relation between aspects of the collaborative process and knowledge convergence

Participatory design and participatory development: a comparative review

This paper examines literature in the twin domains of participatory interactive systems design and participatory approaches to international development. As interactive systems are increasingly promoted as a possible means of achieving international development goals, designers generally agree that participatory design approaches should be applied. However, review of the literature reveals that these two different traditions have more complex relationships, and questions must be asked about: the aims of participation, the forms of participation that are being advocated, and the skills and strategies required of practitioners. The findings suggest that successful integration of participatory interactive systems design into development will require careful reflection on the nature of development and the approaches adopted.</p

From participation to dropout

The academic e-learning practice has to deal with various participation patterns and types of online learners with different support needs. The online instructors are challenged to recognize these and react accordingly. Among the participation patterns, special attention is requested by dropouts, which can perturbate online collaboration. Therefore we are in search of a method of early identification of participation patterns and prediction of dropouts. To do this, we use a quantitative view of participation that takes into account only observable variables. On this background we identify in a field study the participation indicators that are relevant for the course completion, i.e. produce significant differences between the completion and dropout sub-groups. Further we identify through cluster analysis four participation patterns with different support needs. One of them is the dropout cluster that could be predicted with an accuracy of nearly 80%. As a practical consequence, this study recommends a simple, easy-to-implement prediction method for dropouts, which can improve online teaching. As a theoretical consequence, we underline the role of the course didactics for the definition of participation, and call for refining previous attrition models

Fostering shared knowledge with active graphical representation in different collaboration scenarios

This study investigated how two types of graphical representation tools influence the way in which learners use shared and unshared knowledge resources in two different collaboration scenarios, and how learners represent and transfer shared knowledge under these different conditions. Moreover, the relation between the use of knowledge resources, representation, and the transfer of shared knowledge was analyzed. The type of graphical representation (content-specific vs. content-unspecific) and the collaboration scenario (video conferencing vs. face-to-face) were varied. 64 university students participated. Results show that the learning partners converged in their profiles of resource use. With the content-specific graphical representation, learners used more appropriate knowledge resources. Learners in the computer-mediated scenarios showed a greater bandwidth in their profiles of resource use. A relation between discourse and outcomes could be shown for the transfer but not for the knowledge representation aspectIn dieser Studie werden die Wirkungen von verschiedenen Arten graphischer Repräsentation auf die Nutzung geteilter und ungeteilter Wissensressourcen in zwei verschiedenen Kooperationsszenarien untersucht. Des Weiteren wird analysiert, wie Lernende geteiltes und ungeteiltes Wissen unter diesen verschiedenen Bedingungen repräsentieren und transferieren. Schließlich wird die Beziehung zwischen der Nutzung von Wissensressourcen auf der einen Seite sowie der Repräsentation und dem Transfer geteilten Wissens auf der anderen Seite geprüft. Mit der Art der graphischen Repräsentation (inhaltsspezifisch vs. inhaltsunspezifisch) und dem Kooperationsszenario (Videokonferenz vs. face-to-face) werden zwei Faktoren experimentell variiert. 64 Studierende nahmen an der Studie teil. Ergebnisse zeigen, dass die Lernpartner in ihren Profilen der Ressourcennutzung konvergierten. Lernende, die durch die inhaltsspezifische graphische Repräsentation unterstützt wurden, verwendeten angemessenere Wissensressourcen. Lernende in den computervermittelten Szenarien weisen eine größere Bandbreite in ihren Profilen der Ressourcennutzung auf. Eine direkte Wirkung vom Diskurs der Lernenden auf die Entwicklung geteilten Wissens konnte für den Transfer, aber nicht für die Wissensrepräsentation gezeigt werde

Modified Stage-Gate: A Conceptual Model of Virtual Product Development Process

In today s dynamic marketplace, manufacturing companies are under strong pressure to introduce new products for long-term survival with their competitors. Nevertheless, every company cannot cope up progressively or immediately with the market requirements due to knowledge dynamics being experienced in the competitive milieu. Increased competition and reduced product life cycles put force upon companies to develop new products faster. In response to these pressing needs, there should be some new approach compatible in flexible circumstances. This paper presents a solution based on the popular Stage-Gate system, which is closely linked with virtual team approach. Virtual teams can provide a platform to advance the knowledge-base in a company and thus to reduce time-to-market. This article introduces conceptual product development architecture under a virtual team umbrella. The paper describes all the major aspects of new product development (NPD), NPD process and its relationship with virtual teams, Stage-Gate system finally presents a modified Stage-Gate system to cope up with the changing needs. It also provides the guidelines for the successful implementation of virtual teams in new product development.Comment: 24 page

Comparing Traditional and Integrative Learning Methods in Organizational Training Programs

Previous research and anecdotal reports have suggested that when certain teaching approaches are utilized, students not only learn more, but also experience greater satisfaction with the training process. This study examined the effects of Integrative Learning-based (IL) training relative to lecture-based training. Employees enrolled in a three-day Manufacturing Resource Planning training course were randomly assigned to either IL or traditional training. Subjects reacted more favorably to IL-based training. Trained subjects performed significantly better than those in a no-treatment control group but no differences were noted between training interventions

SMEs: ERP or virtual collaboration teams

Small firms are indeed the engines of global economic growth. Small and Medium Enterprises (SMEs) play an important role to promote economic development. SMEs in the beginning of implementing new technologies always face capital shortage and need technological assistance. Available ERP systems do not fulfil the specific requirements of Small firms. SMEs has scarce resources and manpower therefore many SMEs don?t have the possessions to buy and operate an ERP System. On the other hand competition and competitiveness of SMEs have to be strengthened. This paper briefly reviews the existing perspectives on virtual teams and their effect on SMEs management. It also discusses the main characteristics of virtual teams and clarifies the differences aspects of virtual team application in SMEs. After outlining some of the main advantages and pitfall of such teams, it concentrates on comparing of ERP and virtual collaborative teams in SMEs. Finally, it provides evidence for the need of ?Software as a Service (SaaS)? where an application is hosted as a service provided to customers across the web for SMEs as an alternative of ERP. It has been widely argued that ERP disadvantage in SMEs such as administrative expenditure and cost, isolated structure, severe lack of software flexibility, insufficient support of SMEs business and high operating cost, lead SMEs to use virtual collaborative team which is net work base solution