Using an Internet-based GSS to Support Virtual Teams: An Empirical Investigation

The studied conducted by the cluster of NJIT (e.g., Dufner et al. 1995; Fjermestad et al. 1995; Kim, Hiltz and Turoff 1998; Ocker and Fjermestad 1998; Ocker et al. 1995 & 1996 & 1997) focused more on group outcomes, rather than group development. Impacts of different communication modes (FtF, FtF GSS, distributed GSS, asynchronous GSS, and combined communication) and structures/tools of GSS on group outcomes were the main issues examined in their research. They found out that using GSS tools improved group outcomes (Dufner et al. 1995), groups with leadership performed better than those without leadership (Kim, Hiltz and Turoff 1998), and asynchronous GSS groups performed better than FtF groups in creativity (Ocker and Fjermestad 1998; Ocker et al. 1995 & 1996). Their findings suggest that to improve group performance, suitable GSS tools/structures should be used and further, more tools/structures should constructed and embedded into GSS

Opportunities for e-brainstorming in pre-design processes of healthcare projects

Opportunities for e-brainstorming in pre-design processes of healthcare project

Managing Virtual Team Performance: An Exploratory Study of Social Loafing and Social Comparison

This study investigates the effects of social comparison and social loafing on virtual team performance when teams engage in asynchronous ideation process. The results of the study suggest that the effects of social comparison and social loafing co-exist in virtual teams. Team members may choose to engage in different behaviors (social loafing vs. social comparison) in different team interactions. Furthermore, team members tend to elaborate on the ideas generated by co-workers. As a result, teams with less social loafing will produce richer elaboration on ideas generated

Incorporating Distributed Teamwork and Collaborative Technology into MIS Curriculum

Faced with increased use of distributed project teams in industry, MIS students need to be trained to improve their awareness of and competence in distributed teamwork. This paper describes a curriculum initiative to incorporate distributed teamwork and collaborative technologies into software development and implementation projects for MIS students. There were two stages in the study; the first stage investigated co-located teams that engaged in project subtasks in a distributed format. The second stage investigated real distributed teams that engaged in a fully distributed project. Our study indicates that students increased their capacity to work in a distributed situation by using collaboration technologies. As instructors, we also learned ways to design and more effectively teach this type of class

Comparing the performance and satisfaction of face-to-face and virtual teams in a learning enviroment

The main purpose of this study is to find whether virtual teams perform as effectively as face-to-face teams and if not, whether solutions can be derived to improve the levels of performance. To this end, the study compares the performance and satisfaction perception levels of virtual teams with face-to-face teams in a learning environment. In order to develop a sound framework for the research, a detailed literature review of prior research encompassing team satisfaction and performance in face-to-face and CMC (Computer Mediated Communication) supported environments was undertaken. Additionally the researcher performed a meta-analysis of previous research studies and from these was able to build a research framework to fit the particular context of this study. This framework has strong statistical power and a solid theoretical base