Participative Analysis of Systems Integration Opportunities

In an effort to increase information sharing while simultaneously decreasing costs, many organizations are moving to integrated data and systems. However, researchers caution thatthe costs and benefits of integration must be carefully evaluated. This paper presents a participative integration analysis methodology for determining not only what can be integrated, but also what should be integrated. Results of the initial case study show that a small group can effectively decide what should be integrated and develop a proposed integration strategy. The results also highlighted that participants intuitively used business scenarios to identify integration opportunities and analyzethe business impacts of integration. Therefore, the participative integration analysis methodology was updated to incorporate scenarios as the central evaluative construct. This methodology will result in recommendations for integrated systems and business processe

An Exploratory Study of Personalization and Learning Systems Continuance

Learning systems are widely adopted by institutions worldwide in the new millennium. The challenge on utilization of learning systems is switched from users’ pre-acceptance behaviours (whether they are likely to adopt learning systems) to post-acceptance behaviours (whether they will continue to use the learning systems). It is commonly expected that successfully adopted learning systems that have, at one time, been perceived as being useful and easy to use would likely achieve a high rate of user continuance. However, reality can be different as user continuance is often not as high as expected. The continuance of learning systems draws our attention because the investment in institutionalizing a learning system is huge. There is also a theoretical gap between technology acceptance and system continuance for which continuance behaviour cannot be explained by traditional technology acceptance models. This study extends a post-adoption model on habit and IS continuance to investigate the effect of personalization (which includes personal content management, personal time management and privacy control) on learning system continuance. Empirical results suggest that personalization has a positive influence on perceived usefulness and habit, but does not directly influence continuance intention

Understanding Dynamic Collaboration in Teleconsultation

Information and communication technology (ICT) has been widely deployed in the provision of health care for decades. Teleconsultation, one of these new telemedicine solutions, has been prevalently implemented in numerous countries with its tremendous potential to improve healthcare. However, the clinical utility has remained at a disappointing level. Unlike prior research that focuses on the pre-adoption or implementation stages, our research explores not only the understanding the antecedences of actual usage in post-adoption of teleconsultation service, but also the reasons for low actual usage in clinical practice. We identify specific theoretical attributes that are relevant to our research question, and extend TOE into an integrative theoretical framework. Initial propositions are generated based on theoretical perspectives in each dimension of the framework. Finally, we design a comparative case study as our research methodology, and conduct deductive analysis to test our propositions using data from multiple sources. Theoretical and practical implications, as well as future research, are outlined

Innovations in Information Systems Education-VIHKNet: Instilling Realism Into the Study of Emerging Trends

In this paper we describe explicit materials that were generated in an ongoing effort to help undergraduate and Masters-level students learn about off-shore outsourcing and radical technical changes in Information Technology development, and the environment in which these materials were developed and continue to be distributed. The environment provides a realistic, effective way for students to learn about emerging trends. Over the last seven years, we tried to bring realism into Information Systems education through a joint project between universities in Hong Kong, Orlando, Tilburg, Eindhoven, Grenoble, and more recently, Beijing. The HKNET project offers an integrated learning activity across multiple international institutions and brings Information Systems reality into educational contexts. It allows students to focus on organizational trends

Assessing Individual-level Factors Supporting Student Intrinsic Motivation in Online Discussions: A Qualitative Study

Research has established that intrinsic motivation has a positive effect on learning and academic achievement. However, little is known about the impact of different technology-supported learning activities on student intrinsic motivation or whether such learning activities significantly enhance student intrinsic motivation compared to traditional classroom environments without technological support. In order to investigate the phenomenon of intrinsic motivation in technology-supported learning environments, this paper examines factors that support individual student intrinsic motivation in online discussions. A research model is presented based on research into motivation, and the specific areas of self-determination and curiosity provide a framework for the model. A qualitative research methodology is used to validate the model. Results from the study indicate that five factors; perceived competence, perceived challenge, feedback, perceived interest and perceived curiosity, were strongly supported, with partial support for the construct of perceived choice

Sociocultural Learning: A Perspective on GSS-Enabled Global Education

Virtual teams are rapidly developing in organisations of the new economy. As educators, we have a responsibility to ensure that our students are appropriately prepared for work in the virtual workspace, where teams may cross time, geographical, and cultural boundaries. In this article, the culturally sensitive theory of sociocultural learning is combined with GSS (Group Support Systems) in an illustration of how cross-cultural, globally distributed virtual teams of students located in The Netherlands, Greece, and Hong Kong work on vested interest projects. Finally, a set of critical success factors that inform virtual learning contexts is derived from our findings and recommendations are made for operational practice in the virtual work space

Antecedents Of Information Systems Habit In Sporadic Use Of Learning Systems: Personalization And Peer Effects

Research on Information Systems (IS) habit formation has been focused mostly on IS habit’s effect on IS continuance. Antecedents of IS habit formation, as reported in the literature, are primarily on users’ prior behavior and comprehensiveness of usage. Most of the literature focus on analyzing the relationship between users’ IS usage behavior and IS habit. Limited work has been reported to investigate genuine and practical ways to develop IS habit, as well as to address the issue of sporadic IS usage, which leads to different interpretations on IS habit and continuance. This study purports to address the theoretical gap on issues related to IS habit antecedents and sporadic IS usage habit in the educational context. Adopting an empirical survey in universities’ (sub-degree and postgraduate settings) learning systems usage, data from cross-sectional survey on learning systems usage on per-course basis is analyzed. Theoretically, our results suggest that IT functionality design (personalization) and social factor (peer effect) have strong and positive relationship on IS habit with respect to the sporadic usage nature of course based learning systems. Practically, we suggest some dimensions for teachers on curriculum design that facilitate IS habit development, e.g., maintaining an online community with substantial student peer input at the early stage of a course