Communication Media for Distributed Software Design

As virtual software projects are becoming more popular, it is also more common for software design, one of the key activities in software development process, to be conducted in the distributed context. Previous research has shown that communication media had an impact on the development of shared-understanding among team members in virtual teams. However, how communication media influences the development of shared-understanding among team members in software design, an activity where communication among team members are intense and complicated, is not well-understood. Therefore, within the scope of this study, we would like to conduct a case study to examine how virtual software development teams use communication media in their software design activities and how their usage influence their shared-understanding of the user requirements and design solutions. The outcome of the study is expected to validate the Media Synchronicity Theory in the distributed software design context as well as informing practitioners of the appropriate communication media usage for conducting distributed software design

Librarians’ Preference of Virtual Meeting Platforms

Virtual participation in professional organization and other committee meetings outside of one’s home institution continues to increase as time and money for travel to these events decreases. As the profession moves into a model of increased virtual communication, questions arise as to the best platform and tools to be used for the most effective method of communication. This study seeks to determine which platforms are currently being used, which platforms are preferred by organizers and participants and which platforms will best serve the needs of the committee. Results of this study on preferences for virtual platforms can help individuals and organizations make decisions on the best tools for this method of communication

Testing a Second-Order Factor Structure of Team Cognition in Distributed Teams

The present research develops and tests a hierarchical model of the underlying behavioral processes of team cognition. Team cognition is represented as a second-order construct comprised of three first-order dimensions (team learning, team reflexivity, and team mental model). The proposed second-order construct was embedded in a nomological network as a mediator between collaboration mode (collocated vs. non-collocated technology-mediated) and task outcomes (team productivity and team interaction quality). The partial least squares approach was used to test the measurement and structural model. As hypothesized, team cognition significantly influenced team productivity and team interaction quality outcomes. Further, collaboration mode significantly improved team cognition through its specific effects on the team learning, team reflexivity, and team mental model first-order dimensions of team cognition. The results substantiate 1) the conception of team cognition as a multidimensional construct, 2) the use of s ond-order factors to address potential multicollinearity problems, and 3) use of higher-order constructs to present a more parsimonious model

Application of Media Synchronicity Theory to Creative Tasks in Virtual Teams Using the Example of Design Thinking

Today in many industries it is common to work in virtual teams. At the same time companies must innovate to retain their market share and stay in the market. One possible method to come up with innovations is Design Thinking. However, this method is originally not intended to be used in a virtual team. The objective of this research is to provide a guideline on how to practice Design Thinking in a remote setup, thus travel expenses and planning efforts could be saved. This guideline is based on the media synchronicity theory which is applied to the process of Design Thinking. As a result, it is deduced that the diverging phases in Design Thinking are best supported with asynchronous media. In contrast to the converging phases which are supported best by synchronous media. These results could be used by practitioners to choose the best fitting media for each phase

Understanding agility in software development through a complex adaptive systems perspective

This paper examines dimensions of social capital in the distributed collaborative development of the UK particle physics Grid. It is shown that the GridPP project effectively draws upon social capital rooted in the tradition and culture of particle physics experiments, characterized with trust, equality, shared vision, collaboration, and pragmatism. These factors contribute to overcoming the challenges in the creation and sharing of knowledge in the development of the Grid, a cutting-edge technology that has to be delivered as a working system with limited time and resources. This case sheds lights on, and provides a good example of, the importance of social capital in distributed systems development

Team Learning in Technology-Mediated Distributed Teams

This study examines technological, educational/learning, and social affordances associated with the facilitation of projectbased learning and problem solving in technology-mediated distributed teams. An empirical interpretive research approach using direct observation is used to interpret, evaluate and rate observable manifested behaviors and qualitative content (i.e. discussions) associated with project-based team learning. The theory of affordances and social impact theory are integrated to develop a conceptual model that asserts that collaboration mode (collocated vs. non-collocated and videoconferencing supported) will dictate the quality of information exchange, progressive elaboration of ideas, and the social processes that influence team learning. Team learning is then suggested to yield better productivity and higher perceived interaction quality. Results showed that collaboration mode can impact team information exchange and interpretation and ultimately task outcomes. Further, collaboration mode can also create a social structure that influences the capacity for a team to maintain a mutual supportive and positive climate needed for successful project-based task outcomes. The results offer some extended insights into the technology-mediated collaborative learning process among students in a higher education context as well as in organizational settings. Theoretical, methodological and practical implications of the study are discussed

Aiding Participation and Engagement in a Blended Learning Environment

This research was conducted as a field experiment that explored the potential benefits of anchoring in asynchronous online discussions for business statistics classes required for information systems majors. These classes are usually taught using traditional methods with emphasis on lecturing, knowledge reproduction, and treatment of students as dependent learners. Course activities are typically centered on the teacher as the source of all knowledge and understanding. Moreover, student interactions are often limited to face-to-face meetings in the classroom, where students have exerted little effort towards engaging themselves. Online discussions show promise for improving students’ learning in business statistics classes. We examined and compared the impact of anchored asynchronous online discussions (AAODs) and standard asynchronous online discussions (AODs) on students’ participation and engagement in a blended learning environment. The findings show that AAODs facilitated more and better quality participation and engagement for undergraduates. AAODs were more likely to be perceived as helping increase students’ efforts. The findings provide useful insights for improving student interaction and aiding learning