1,721,113 research outputs found
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A Web-based system for collaboration
No full textToday's complex environmental and organizational pressures lead to business teams distributed along the dimensions of space, time, and computing resources. Distributed teams often need to collaborate to solve complex problems together. Many information systems support simple information sharing, however group research has shown that productive problem solving extends far beyond this. Group Support Systems (GSS) researchers and product reviewers suggest that simple discussion tools fall short of supporting additional phases of group problem solving. Research into distributed collaboration is needed to understand this complex domain. This dissertation describes an investigation into distributed collaboration to design, develop, implement, evaluate, and iteratively refine a prototype World-Wide-Web (Web) based distributed GSS. The research addresses requirements derivation, architecture design, prototype implementation, evaluation, iterative refinement, and the nature of roles played by participants. The literature review examines the areas of meeting analysis, hypertext, the Web, GSS, distributed GSS, collaborative interface design, group facilitation and systems engineering. The systems development research method is applied according to the following stages: Conceptual Framework Development, Requirements Identification, Systems Architecture Development, Systems Design, Systems Implementation and Systems Evaluation. An evolutionary prototyping approach incorporates evaluator suggestions and evolving technology into the system. Systems requirements are derived from the literature review, interviews with dozens of GSS researchers, practitioners and developers and hundreds of users from around the world. The initial specification employs the data model and interface design of an existing face-to-face GSS. A Distributed GSS architecture, consisting of a Hypertext Markup Language (HTML)/JavaScript client interface and a centralized HyperText Transport Protocol (HTTP)/Common Graphical Interface (CGI) server, is proposed, designed, and implemented. The logical data model is extended for distributed collaboration through identification of relevant data entities and relationships. The interface is extended through iterative prototyping based on observations, user feedback and technical enhancements. Prototype systems functionality is extended based on lab and field observations and direct feedback from users. Research contributions include a new distributed architecture, knowledge about distributed GSS interfaces, functionality, facilitation, leadership and participation, a prototype for additional research, and knowledge about the processes and group dynamics for distributed teams.This item was digitized from a paper original and/or a microfilm copy. If you need higher-resolution images for any content in this item, please contact us at [email protected] file replaced with corrected file October 2023
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Principles and methodology for computer-assisted instruction (CAI) design
No full textAs the role of computer-assisted instruction (CAI) rapidly expands in the educational and training efforts of all types of organizations, the need for well-designed, learner-centered CAI continues to grow. The CAI design principles and methodology proposed herein provide systems designers with a framework for designing effective, learner-centered CAI systems that support learning with information technologies. Implementing the framework should lead to CAI that better supports learners in the development of their mental schemas, and ultimately, in achieving their learning objectives. The primary goals of this research are two-fold. First, derive a theoretically and empirically-based set of CAI design principles directed at purposefully exploiting the unique capabilities of information technology to help learners develop their mental schemas. Second, codify a methodology for implementing these principles in the systems analysis and design process. Both goals are accomplished as follows. First, a literature review was undertaken to uncover features important for designing CAI to improve learning. Concurrently, the design features and functionality of several existing CAI were reviewed. A field study of one distinctive CAI was conducted to investigate and substantiate its effectiveness. Results indicated that learners using the CAI improved their achievement significantly more than learners who did not use the CAI. Moreover, learners attributed their improved performance to using the CAI. Based on the literature review, review of existing CAI, and the results of the field study, a set of principles and a methodology for designing CAI were derived. The design principles and methodology focus the CAI design process on supporting learners' development of their mental schemas. Finally, we designed, developed and implemented a prototype web based, multimedia training system in accordance with the proposed CAI design principles. As a partial instantiation of the proposed principles and methodology, this prototype CAI provides a proof-of-concept. The design and effectiveness of the prototype CAI has been tested in a series of experiments. The corroborating evidence from these studies indicates that the prototype CAI is well-designed, usable, and an effective training tool. The demonstrated success of the prototype provides evidence of the merits of the proposed principles and methodology
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Improving distributed collaborative writing over the Internet using enhanced processes, proximity choices and a Java-based collaborative writing tool
No full textThis research focuses on improving distributed, collaborative writing (CW) over the Internet through new CW technologies, process improvements, proximity choices, and synchronicity choices. The research methodology that is followed iteratively builds theory using design and development of CW tools, surveys, requirements analysis, laboratory and field experiments. The primary empirical work consists of two laboratory experiments and two fields experiments. The two laboratory experiments compare a newly built CW tool, Collaboratus to Microsoft Word(TM). The first experiment found 3-member CW groups using Collaboratus produce higher document lengths with higher quality, but less satisfaction than similar Word(TM) groups. The second experiment found 3-member distributed, synchronous CW groups using Collaboratus with NetMeeting(TM), working over 5 weeks, produce higher document lengths and quality, and have more effective coordination, communication, and socialization than similar Word(TM) groups. The two field experiments further validate that certain processes should be followed for most effective use of Collaboratus. The first experiment compares 3-member groups working in mixed work modes (part F2F part distributed, asynchronous) to similar groups conducting all work asynchronously. The only differences is that all-asynchronous groups spend less time brainstorming and more time converging on brainstormed output. The lack of process gains for the mixed-mode groups can be attributed to the difficulty of scheduling F2F meetings---an insight gained by performing this research in a field setting. The second experiment compares non-facilitated, 3-member groups using three different levels of scripted process structure to guide their distributed, asynchronous CW. Highest structure groups have the highest levels of performance (in terms of quality, productivity, satisfaction, communication, and relationships), while lowest structure groups have the lowest levels of performance. It is believed the process differences can be directly attributed to the nature of the academic writing task and the fact the groups were nearly formed, non-cohesive groups. These findings point to the importance of properly matching technology, task, tool, proximity, synchronicity, and people choices in distributed CW to maximize the outcomes. This also provides a useful foundation for agent-based CW processes to support self-sustaining, distributed CW teams who work without professional facilitation
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PERSONAL PRIVACY IN A COMPUTER INFORMATION SOCIETY.
No full textAmericans live in a service-oriented, computer-based society whose collective market place is fueled by the collection, use, exchange, and storage of information about people by government and business institutions. Consequently, individuals are having fewer face-to-face contacts in their relationships with these institutions while more decisions affecting their everyday lives are being made by strangers based upon information maintained in computer data systems. This being so, public concern about privacy, specifically the potential abuse and misuse of personal information by government and business, has increased substantially in recent years. There also exists the constant threat of information technology outstripping existing legal frameworks and outpacing the privacy expectations of citizens. More than ever, government and business policy makers will face the dilemma of balancing the legitimate needs of institutions for information about people with the privacy standing of the individual. Knowledge of public views are essential to this task. The purpose of this opinion research study is to learn the views of Arizona residents regarding their personal privacy and relationships with select privacy-intensive public and private institutions. The results provide empirical data for the privacy protection deliberations of the government and business policy makers who practice within Arizona. The results show personal privacy as an issue of serious public concern, with Arizona residents requesting further government laws and business policies and practices to protect their privacy. Arizona residents recognize the legitimate information needs of government and business institutions, but they expect protections against unwelcome, unfair, improper, and excessive collection and dissemination of personal information about them. Computers are perceived as threats to personal privacy, suggesting if institutions expect to be able to continue widespread applications of computers, measures must be taken to assure the public that the personal information stored in such systems are safeguarded from abuse and misuse. The results also show that there is a direct relationship between the degree of alienation or estrangement which individuals feel from government and business institutions and their attitudes toward privacy issues and perception of computer benefits and dangers. Consequently, to affect such attitudes will require sound measures
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Virtual mentor and media structuralization theory
No full textIn the 21st century, e-Learning has been widely used in both academic education and corporate training. However, many e-Learning systems present multimedia instructional material in a static, passive, and unstructured manner, giving learners little control over learning content and process. As a result, higher effectiveness and greater societal potential of e-Learning are hindered. This thesis makes two primary contributions to this trend. From a theoretical perspective, we propose a new concept called "Virtual Mentor (VM)" and a research framework called Media StructuRalization Theory (MSRT). The VM refers to a multimedia-based e-Learning environment that emphasizes interaction, flexibility, and self-direction. The MSRT aims at providing guidance toward effective design and implementation of virtual mentor systems. From a technical perspective, we have developed a prototype VM system called Learning by Asking (LBA), which integrates various information technologies. The major technical innovation is adoption of a novel natural language approach to content-based video indexing and retrieval. We conducted empirical studies to validate a few propositions of the MSRT. The results demonstrated that structuring of multimedia content and the use of instructional videos improved learning outcome significantly. The learning performance of students in an eLearning environment with content structuring and synchronized multimedia instruction is comparable to that of students in traditional classrooms. Our research was enabled by the LBA system, which provides a learner-centered, self-paced, and interactive online learning environment. In order to enhance personalized and just-in-time learning, the LBA system allows learners to ask questions in conversational English and watch appropriate multimedia instructions retrieved by LBA that address learners' interests. Traditional video indexing and retrieval approaches are based on scene changes or other image cues in videos that are not normally available in video lectures. We propose a novel two-phase natural language approach to identifying relevant video clips for content-based video indexing and retrieval. It integrates natural language processing, named entity extraction, frame-based indexing, and information retrieval techniques. The preliminary evaluation reveals that this approach is better than the traditional keyword-based approach in terms of precision and recall
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An empirical examination of the use of group support systems in the classroom
No full textThis dissertation examines the use of group support systems (GSS) and cooperative learning techniques to improve classroom productivity. Cooperative learning assumes that learners have prior knowledge they can contribute, that knowledge is expanded, clarified and created as it is shared, participation is critical to learning and learners will participate given necessary and sufficient conditions. GSS were initially developed to support users and analysts in identifying system requirements, a task which satisfies the assumptions of cooperative learning. GSS features such as anonymity and parallel communication can overcome obstacles to cooperative learning such as air-time fragmentation, production blocking, free-riding, evaluation apprehension and dominance. Additional issues examined in this dissertation include the relationship between deindividuation and electronic communication and the effect GSS have on affective reward. The following research questions were identified: (1) What influence can the use of GSS have on classroom participation? (2) How are obstacles to participation such as dominance, free-riding, production blocking, evaluation apprehension and the sucker effect influenced by the use of GSS? (3) What effect can the use of GSS in the classroom have on both self-reported and observed learning? (4) What is the relationship between GSS and both flaming and off-task buffoonery in the classroom? (5) What is the relationship between GSS and affective reward? A longitudinal experiment was conducted comparing two sections of an introductory MIS course held in consecutive semesters. The two sections were identical with respect to lectures and class-activities with the exception that the second class received GSS-support for the course's eight group tasks. In the GSS-supported class, total student participation increased by over 500% with all students engaging in every task. Dominance was cut by 50%. Process losses such as free-riding, production blocking and the sucker effect were substantially reduced. Flaming and off-task buffoonery occurred in the first task and then subsided. Students in the GSS-supported class reported a greater degree of affective reward. Perhaps more impressively, students in the GSS-supported class were more successful in retaining and applying concepts learned during the group tasks.This item was digitized from a paper original and/or a microfilm copy. If you need higher-resolution images for any content in this item, please contact us at [email protected] file replaced with corrected file October 2023
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Generating insight for reengineering
No full textAs organizations face stiff competition and changing environments their structure and systems can become less effective to a point at which they require radical change. It is becoming clear that change is often inevitable. However, radical change is difficult. The popular term "reengineering" is used to describe a process by which organizations undergo the challenging radical process change that is critical to remaining competitive. Although the processes of reengineering appears to have more potential than other change methods that merely tweak a poor system or apply outdated principles, it can often fail. A critical step in the reengineering process is the design of the "to-be" model, however no research has been done on how this should be achieved. It appears that improving this step can have a dramatic impact on the success of the reengineering effort as a whole. This study developed a method for creating "to-be" models and tested it with an organization undergoing reengineering. The method used the latest computer support including both group support systems and animated simulation. The design of the "to-be" models was framed as a group problem solving process and therefore the focus theory of group productivity was used to guide the design of the process, including selection of computer support tools. Because so little is known about the process of creating "to-be" models, this study used an exploratory action science approach. What is known about organizational change is that it takes place in a politically charged arena where individuals have strong vested interests in its outcomes. This environment is difficult to create in the laboratory and therefore the research was conducted using a real organization undergoing reengineering. Results suggest that the combined use of collaborative technology and process animation gives organization members a better understanding of current processes and problems associated with them and helps to generate significant ideas for process improvement. Because groups viewing a process animation have sometimes been observed to focus on incremental improvement at the expense of radical change, special attention must be given to facilitation methods and idea generation techniques that are designed to elicit radical change ideas.This item was digitized from a paper original and/or a microfilm copy. If you need higher-resolution images for any content in this item, please contact us at [email protected] file replaced with corrected file October 2023
Towards a Strategic Positioning Method for IT Management
Get PDFStrategic IT management (SITM) has evolved from the often reactive management of a company’s technology provider to steering a service-oriented partner of the business. Consequently, IT executives need to adapt their management methods. Our research suggests a strategic positioning method for IT management as the first - and often missing - phase of a related SITM cycle. We followed design science research principles to examine the relevant literature and conduct a set of case studies to investigate the constituents that contribute to strategic positioning. We used this empirical work to capture the complex social dynamics of SITM in the field. The theoretical foundations of our research are strategic IT management and organizational method engineering. The Information Strategy Assessment (ISA) method, introduced in this paper, builds on our finding that social dynamics are the most important constituent of a successful strategic positioning project. We use this insight to design our method’s principal processes as well as to describe certain social dynamics in the group of actors involved in SITM. The ISA method also shows the outputs that are generated from the related group processes. This research-in-progress paper provides IT executives with a method that supports their efforts for an emancipated, yet aligned, SITM in a corporate context. The ISA method not only acknowledges IT organizations’ contemporary role, but also provides researchers with insights into SITM’s social dynamics as a basis to improve explanations and recommendations regarding of this domain’s complex technical, decisional, and social processes
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Integrated scenario and process modeling support for collaborative requirements elicitation
No full textInformation systems development research has documented the importance and the difficulty of eliciting requirements from users. Research on the use of Group Support Systems (GSS) for requirements elicitation led to development of the Collaborative Software Engineering Methodology (CSEM) and identified the need for collaborative methods and tools to provide a dynamic picture of the business processes that a system must support. Recent research suggests that scenarios can fill this need. A review of the scenario literature showed that although there is widespread agreement on the usefulness of scenarios, there are many questions on how to implement a user-focused, scenario-based systems development process. The purpose of this research was to advance understanding in this area and to determine: What are the collaborative modeling processes, tools, and facilitation techniques needed to effectively elicit scenarios from users in a group environment? A two-phase, multi-method systems development research approach was used. The first phase focused on use of a general-purpose GSS for collaborative scenario elicitation. A conceptual framework and initial methodology were developed and then evaluated during exploratory case studies and a laboratory experiment. The second phase focused on development and evaluation of a special-purpose GSS and methodology. Phase I results showed that: users can easily define scenarios which provide rich pictures of the problem domain; an iterative, collaborative methodology with scenario and action prompts is needed to ensure scenario completeness; and limitations of general-purpose GSS negatively impacted productivity. The Collaborative Distributed Scenario and Process Analyzer (SPA) provides integrated textual scenario and graphical process modeling capabilities which successfully overcame these limitations. This research made several contributions. CSEM was extended to define scenario usage opportunities throughout development. Scenario content, form, group process and facilitation techniques were defined for collaborative scenario elicitation using a general-purpose GSS, which can be used now by practitioners. A special-purpose GSS tool (SPA) was developed and integrated into a comprehensive methodology which allows user groups to rapidly define and analyze scenarios in face-to-face and distributed settings. Finally, flexibility designed into SPA opens up opportunities for many other uses for SPA and serves as a first-step towards a build-your-own GSS tool.This item was digitized from a paper original and/or a microfilm copy. If you need higher-resolution images for any content in this item, please contact us at [email protected] file replaced with corrected file September 2023
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Using collaboration technology to facilitate face-to-face and distributed team interactions
No full textThis study adopted an action research approach to investigate the efficacy of Focus Theory, a general theory of group productivity, in the context of project team interactions supported by GSS. Focus Theory specifies that three processes consume attention resources to accomplish a group task: communication, information access, and deliberation. Guided by Focus Theory, the study examined the ways in which these processes were manifested, facilitated, and/or inhibited during group interactions, as well as how these processes and other Focus Theory constructs affected group productivity when teams engaged in FtF, synchronous-distributed, and asynchronous-distributed interactions. The objective of the study was to gain understanding of distributed team interactions through the lens of Focus Theory and to offer insights into the theory, the practice of geographically separated project teams, and collaboration technology design. Distributed groups using text for communication lost nonverbal cues that could have been used to interpret the meaning of a message. The study indicated that identification of the message sender and specification of the time and date of a message allowed more accurate interpretation of that message. It was found that distributed teams did not understand the team goals and interaction procedures as well as FtF teams. Group process structure support and interaction facilitation were more important for distributed interactions than for FtF interactions because of the need for explicit communication in distributed teams. Access to relevant information was important for keeping interactions moving forward, and a permanent group memory provided by GSS facilitated group activity tracking. Focus Theory had both explanatory power and theoretical limitations. The study indicated that three processes consumed attention resources, although it was difficult to separate their effects or to measure the attention resources allocated to each. Focus Theory does not differentiate between cognitive effort and cognitive load, making it difficult to test the theory's validity. The three processes may not be equally important in all group interaction scenarios, a possibility not specified by Focus Theory. This dissertation discusses the implications of the study for further development of the theory, insights for researchers of collaboration, guidelines for collaboration technology designers, and everyday tips for practitioners
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