The Efficacy Of Online Cooperative Learning Systems

Purpose – This study investigates the impact of online synchronous audio and video systems on the performance of cooperative learning in decision making and intellective tasks.Design/methodology/approach – In total, 156 subjects, divided into 46 groups, were invited to resolve decision and intellective tasks in text messaging and audio conferencing e-learning environments.Findings – For decision-making tasks, audio conferencing has a significant impact on cooperative learning satisfaction but not on learning performance; while for intellective tasks, neither audio conferencing nor textmessaging has an impact on cooperative learning outcomes. There are no cross-effects between platforms and task types on cooperative learning outcomes. The results indicate that the main effects of platforms and task types areindependent. In other words, the impact of platforms on group discussion processes can be examined without the need of considering task types, since the latter will not affect the impacts of platforms.Research limitations/implications – The main effects of information richness and task types are independent.Major limitation is that the student sample may not be sufficiently representative to allow wider generalization ofthe findings of this study.Practical implications – The main effects of information richness and task types are independent as far as learningoutcomes are concerned. The learners’ attitude toward the synchronous learning system significantly affects thesatisfaction of synchronous online cooperative learning.Originality/value – This study uses empirical data to validate the hypothesized relationships between the independent variables of online synchronous learning systems (audio- and text-based), the moderating variable oftask types (decision making vs intellective) and the dependent variable of learning outcomes

Group Support Systems for Knowledge Acquisition in Humanitarian Disaster Response Teams: Embedded Research in the Belgian First Aid and Support Team

Knowledge management systems (KMS) are designed to support and enhance the process of creating, storing, retrieving and transferring knowledge. In this contribution we investigate the use of such systems for the acquisition of knowledge in humanitarian disaster response teams. First, we present a framework describing how KMS should enhance group process gains and alleviate group process losses, and create an effective learning environment for successfully supporting the acquisition of knowledge. Second, we describe ongoing research on the acquisition of knowledge in the Belgian humanitarian response team (B-FAST, for Belgian First Aid and Support Team) that uses Microsoft Groove as knowledge management system before, during and after their missions. Initial findings are presented based on participant observation and interviews of the B-FAST team during a large humanitarian exercise, along with plans for future research

MMOG Game-Based Collaborative Learning: An Exploratory Study and its Research Potential

This study aims to theoretically explore whether Massively Multiplayer Online Game (MMOG) is an effective collaborative learning environment, empirically examine the occurrence of knowledge creation in MMOG game-play, and conceptually advocate the research potential of MMOG game-based collaborative learning. Although a growing number of researchers have started to use MMOG as a new generation of educational platform, the study of the theoretical justification for the occurrence of collaborative learning behavior in MMOG are still under-researched. To bridge this gap, this study integrates MMOG and technology-based collaborative learning streams of research to theoretically explore whether MMOG is an effective learning platform based on Alavi’s three attributes of effective technology-mediated collaborative learning environment. In order to examine the occurrence of knowledge creation in the MMOG game-based collaborative learning, we propose definitions of explicit and tacit knowledge in MMOG. Then we conduct an exploratory study using a semi-structural interview approach to collect qualitative data, in order to support our stipulation of the occurrence of four modes of knowledge conversion in MMOG game-play based on the Nonaka’s dynamic theory of organization creation. According to our research findings, this paper advocates research potential of MMOG game-based collaborative learning in future research

A Framework for Utilizing Group Support Systems in Scenario Process

In modern day business, managing environmental change has become a vital part of building success. Changes in technology or business conditions can have a drastic effect on the business in the long run. One of the more potent tools proposed to avert this problem is scenario planning. It has been noticed in multiple occasions that traditional forecasting is vulnerable to sudden changes; scenario planning aims to work around the problems of forecasting by mapping the possibilities of the future with a wider perspective. The purpose of this study is to test whether the scenario process can be facilitated with a group support system (GSS) and whether it presents positive gains to the scenario process. According to the two case studies processed in this paper, it seems that GSS indeed holds potential for facilitating the scenario process. On average, people participating in GSS supported sessions have found that GSS enhances group work in the scenario process and that the concept of creating satisfactory scenario with GSS support is feasible

Student participation model in e-learning

Collaborative learning becomes a popular method to be a potential approach in meaningful learning and motivate student’s participation. However, its use has yet to be implemented in the current education system. E-learning is a platform that promises the full usage of ICT and technology in learning process and contains social media tools that support collaborative learning. However, the usage of e-learning and student’s participations are low, where the social media tools for collaborative learning are not fully utilized. In fact, the e-learning is only being used for disseminating learning. Interactions among students in elearning are still very poor and the learning process is not effective. It is also found that students fail to stimulate their participations until the end of the course. Other issues in collaborative learning assessment is analyzing the log to measure student’s participation that gives equal grade of performance to each student. This measurement is unfair because normally each student has different participation levels. This research proposes a Student Participation Model (SPM) that contains three main components which are social learning component, collaborative learning process component and collaborative learning assessment component. The main purpose of this model is to increase student’s participation and the usage of e-learning as well as to improve collaborative learning assessment. The social components include the Person: namely instructors, students and collaborators, the Behavior of a person’s action: namely Sharing, Exchanging and Exploring, and the Environment which is the e-learning technology. Meanwhile, the collaborative learning process of SPM is based on the Task-oriented collaborative learning model. In addition, the collaborative learning assessment for students is the log analysis that includes the students’ attitude and their participation levels. The model is able to generate students’ work progress result, participation percentage (individually and group) and also students’ attitude in e-learning (passive and active). This model is verified using expert validation method. The expert validation method is used to validate the effectiveness of model. It is found that the experts agreed that the model is relevant to apply, understandable and able to identify students’ participation

Exploring the role of large-scale immersive computing environments in collaboration between engineering and design students

In order to solve the engineering challenges of today, multidisciplinary collaboration is essential. Unfortunately there are many obstacles to communication between disciplines, such as incongruent vocabularies and mismatched knowledge bases, which can make collaboration difficult. The silos separating disciplines, created through focused educational curriculum, are also a large barrier. During their education, designers and engineers are encouraged to employ specific methods unique to their discipline to share ideas with their peers. In many cases, however, these methods do not translate between disciplines, making it challenging for two groups to exchange ideas and perspectives effectively. There are, however, some tools that have emerged to help bridge the gap between designers and engineers. Currently, the most pervasive solution to these challenges is Computer-Aided Drafting (CAD) software. This software is used by both engineers and designers, allowing both groups to design and evaluate models in a common medium. This makes it decidedly easier for these two groups to collaborate with each other. However, CAD has its own limitations. Navigating in a three-dimensional environment with two dimensional input devices is unnatural and imposes an additional physical and cognitive load on the user. Desktop screens also limit decision-making capabilities due to their small size and the potential to create distorted impressions of size and scale of models larger than the computer screen. Large-Scale Immersive Computing Environments (LSICEs) improve upon the benefits of CAD software. They provide users with the ability to not only visualize their designs three dimensionally, but also allow for natural interactions with 3D models and the ability to view a design as the designer had intended, in true scale. This can improve the ability of users to collaborate in a number of different ways. The natural interaction interface allows students to focus on sharing ideas with their collaborators. Additionally, the common medium makes it much easier for the two groups to communicate with each other, eliminating one of the main obstacles to interdisciplinary collaboration in education. This research seeks to gain a better understanding of how design and engineering design students use LSICEs to collaborate with peers, both within and outside of their discipline. Two studies were conducted. In the first study, two different classes of students used a LSICE as a tool during their design process. The first class was a design class that utilized the LSICE as a part of three design projects throughout the semester. The second class was a sophomore engineering design class. These students also used the LSICE as a part of their design process, however these students used the virtual environment over the course of a single semester-long design project. Students were given a short survey at the end of their experiences in the virtual environment. From this study, some interesting results emerged. Both groups of students indicated that the virtual environment was a benefit to their design process, regardless of background or time spent in the space. Statistical analysis of the students\u27 responses revealed no significant differences between the two groups of students. The final study brought engineering and design students together to complete a design review task within the LSICE. This study was conducted in order to evaluate the role that LSICEs play in facilitating collaboration between engineers and designers. Upon conclusion of the design review, students were given a survey to gather information of their perceptions of the virtual environment in visualizing designs, communicating with their peers and interacting with designs. From this study it became quite clear that students find LSICEs to be effective in facilitating communication between disciplines. Additionally, the majority of students commented on the positive effect that the natural interaction interface had on their ability to evaluate the design. Throughout each of these studies, common themes emerged between both groups. Student responses show many perceived benefits to LSICEs which have the potential to inspire student-driven interdisciplinary collaboration. Participants found that the environment improved their ability to communicate, whether it be with peers within their disciplines or when working in interdisciplinary groups. Students also found that interacting in the environment in a natural way improved their ability to make judgments about spatial relationships among components. The results from this research are quite promising. Providing students with collaboration tools that support natural human interaction with CAD models of real size has the potential for greatly improving a student\u27s educational experience. Manipulating full size CAD models encourages students to visualize the size and shape of the final design before it is built. Seeing the designs in full scale allows everyone on the team to experience the design and provide their input into the design discussions. This research continues an effort in academia to leverage cutting edge technology to improve student learning by providing unique opportunities to interact with peers in design teams, promoting graduates who are well equipped to work effectively across disciplines to address the challenges of today

Exploratory and Exploitative Knowledge Sharing in Interorganizational Relationships

A growing body of research investigates the role that organizational learning plays in generating superior firm performance. Researchers, however, have given limited attention to this learning effect in the context of long-term interorganizational relationships. This paper focuses on a specific aspect of learning, that is, explorative and exploitative knowledge sharing, and examines its impacts on sustained performance. We examine interorganizational design mechanisms and digitally-enabled knowledge representation as antecedents of knowledge sharing. The empirical context is dyadic relationship between a supply chain solutions vendor and its customers for two major classes of supply chain services. Our theoretical predictions are tested by using data collected from both sides of this customer-vendor dyad. The findings suggest that dual emphasis on exploration and exploitation is important for sustained relationship performance for customers. The customer evaluates balancing exploration and exploitation important whereas the vendor emphasizes only on exploitation

Exploratory and Exploitative Knowledge Sharing in Interorganizational Relationships

A growing body of research investigates the role that organizational learning plays in generating superior firm performance. Researchers, however, have given limited attention to this learning effect in the context of long-term interorganizational relationships. This paper focuses on a specific aspect of learning, that is, explorative and exploitative knowledge sharing, and examines its impacts on sustained performance. We examine interorganizational design mechanisms and digitally-enabled knowledge representation as antecedents of knowledge sharing. The empirical context is dyadic relationship between a supply chain solutions vendor and its customers for two major classes of supply chain services. Our theoretical predictions are tested by using data collected from both sides of this customer-vendor dyad. The findings suggest that dual emphasis on exploration and exploitation is important for sustained relationship performance for customers. The customer evaluates balancing exploration and exploitation important whereas the vendor emphasizes only on exploitation

Développement et évaluation d'un outil de travail collaboratif en appui à la gestion de projets en mode dispersé

Les équipes dispersées et les outils de travail collaboratif -- Les équipes dispersées -- Cadres conceptuels pour étudier les équipes dispersées -- Les outils de travail collaboratif -- Design de la recherche -- Scénario d'utilisation de prospect -- L'outil de travail collaboratif -- prospect -- Outils de collecte de données -- Activités de support -- Intrants : caractéristiques des équipes -- Processus -- Extrants -- Évaluation de l'outil -- Analyse de relations

Virtual Collaboration: An Investigation into the Influence of Avatars and 3D Virtual Environments on Team Effectiveness

Huysman, M.H. [Promotor]Schouten, A.P. [Copromotor]Feldberg, J.F.M. [Copromotor