Collective Intelligence

Not availabl

Why Incorporating a Platform-Intermediary can Increase Crowdsourcees’ Engagement - Case-Study Based Insights

While the crowdsourcer’s job is to encourage valuable contributions and sustained commitment in a cost- effective manner, it seems as if the primary attention of management and research is still centered on the evaluation of contributions rather than the crowd. As many crowd- sourcers lack the resources to successfully execute such projects, crowdsourcing intermediaries play an increas- ingly important role. First studies dealt with internal management challenges of incorporating an intermediary. However, the issue of how intermediaries influence crowdsourcees’ psychological and behavioral responses, further referred to as engagement, has not been addressed yet. Consequently, two leading research questions guide this paper: (1) How can the engagement process of crowdsourcees be conceptualized? (2) How and why do crowdsourcing intermediaries impact crowdsourcees’ engagement? This study extends existing knowledge by offering IS-researchers a process perspective on engage- ment and exploring the underlying mechanisms and IT- enabled stimuli that foster value-creation in a mediated and non-mediated setting. A theoretical process model is first conceptualized and then explored with insights from two common cases in the growing field of crowd testing. By triangulating platform and interview data, initial proposi- tions concerning the role of specific stimuli and the inter- mediary within the engagement process are derived. It is proposed that crowdsourcing enterprises, incorporating intermediaries, have the potential to generate a desired engagement state when perceived stimuli under their con- trol belong to the so-called group of ‘‘game changers’’ and ‘‘value adders’’, while the intermediary controls mainly ‘‘risk factors’’ for absorbing negative experiences. Apart from the theoretical relevance of studying mediated engagement processes and explaining voluntary use and participation in a socio-technical system, findings support decisions on how to effectively incorporate platform intermediaries

PEER CREATION OF E-LEARNING MATERIALS TO ENHANCE LEARNING SUCCESS AND SATISFACTION IN AN INFORMATION SYSTEMS COURSE

Creating up-to-date high quality learning materials requires significant resources many instructors cannot afford, especially when it comes to appealing eLearning materials. Peer creation may help to address this challenge. However, existing concepts of peer learning focus mostly on enhancing active discussion and reflection. Thus far, little to no research has addressed processes of systematically creating modular, re-usable learning materials and evaluated the extent to which these materials can enrich the learning experience. To close this gap, we transferred principles of traditional peer learning onto the creation of self-contained, high quality eLearning materials: Web Based Trainings that served as an interactive script and multiple-choice tests as peer assessments. These learning materials were used in a large-scale Information Systems course. We analyzed user logs, measured learning outcomes by a pre- and post-multiple-choice test (n = 164) and evaluated learner satisfaction by an online questionnaire (n = 128). Results show a significant correlation between usage of the peer created eLearning materials and learning outcomes, as well as satisfaction. The study contributes to the pedagogical research by adapting and evaluating traditional peer learning concepts onto eLearning content creation. To practitioners, it reveals ways of creating high quality eLearning materials in spite of limited resources

Design and Evaluation of an IT-based Peer Assessment to Increase Learner Performance in Large-Scale Lectures

In this study, we propose an IT-based peer assessment (ITPA) for enhancing interaction and feedback in universities’ large-scale lectures. These lectures often lack interaction and feedback, and focus on mainly imparting factual knowledge. Hence, these formats often cannot go beyond the basic cognitive levels of educational objectives. Using the ITPA within the learning process helps integrating assignments focusing on high cognitive levels to comprehensively acquire the learning content. We follow a design science research approach to develop and evaluate the ITPA. Thus, we first identify requirements from theory and derive a set of design elements afterwards. A pre-test shows that the ITPA is seen as useful and learners intend to use it. The subsequent quasi-experiment in a large-scale lecture shows that learners who participated in the ITPA performed better in the part of the final exam trained by the ITPA, whereas they did not perform better in the others parts