Aim/Purpose: This paper provides a review of previously published work related to active learning in information systems (IS) courses. Background: There are a rising number of strategies in higher education that offer promise in regards to getting students’ attention and helping them learn, such as flipped classrooms and offering courses online. These learning strategies are part of the pedagogical technique known as active learning. Active learning is a strategy that became popular in the early 1990s and has proven itself as a valid tool for helping students to be engaged with learning. Methodology: This work follows a systematic method for identifying and coding previous research based on an aspect of interest. The authors identified and assessed research through a search of ABI/Inform scholarly journal abstracts and keywords, as well as additional research databases, using the search terms “active learning” and “information systems” from 2000 through June 2016. Contribution: This synthesis of active learning exercises provides guidance for information technology faculty looking to implement active learning strategies in their classroom by demonstrating how IS faculty might begin to introduce more active learning techniques in their teaching as well as by presenting a sample teaching agenda for a class that uses a mix of active and passive learning techniques to engage student learning. Findings: Twenty successful types of active learning exercises in IS courses are presented. Recommendations for Practitioners : This paper offers a “how to” resource of successful active learning strategies for IS faculty interested in implementing active learning in the classroom. Recommendation for Researchers: This work provides an example of a systematic literature review as a means to assess successful implementations of active learning in IS. Impact on Society: An updated definition of active learning is presented as well as a meaningful list of exercises that encourage active learning both inside and outside of the IS classroom. Future Research: In relation to future research, this study highlights a number of opportunities for IS faculty in regards to new active learning activities or trends to study further.
Metaverses are immersive three-dimensional virtual worlds (VWs) where people interact with each other and their environment, using the metaphor of the real world but without its physical limitations. Unique technology capabilities of metaverses have the potential to enhance the conduct of virtual projects, but little is known about virtual worlds in this context. Virtual project teams struggle in meeting stated project outcomes due to challenges related to communication, shared understanding, and coordination. One way to address these challenges is to consider the use of emerging technologies, such as metaverses, to minimize the impact on virtual project teams. Applying a theoretical foundation for virtual teams in metaverses that includes both technology capabilities and the social interaction that takes place in the metaverse environment, we conducted an empirical investigation of project teams in a virtual world setting. The study examined the interplay of communication, representation, interaction, and team process tools with behaviors that led to role clarity, shared understanding, and coordination. While each individual technology capability contributed to project execution and outcomes, much of the power of the environment emerged through the interplay of social behaviors and technology capabilities. The results have intriguing implications for how metaverse technology capabilities might provide new ways to address gaps in the current research and practice of virtual project management and virtual teams.
PurposeThis paper aims to explore key collaboration technology affordances from virtual collaboration and remote work during the time of COVID-19. The purpose of this exploration is to improve the understanding of technology-supported collaboration in order to achieve individual and organizational success with the adoption, use and implementation of virtual collaboration in a pandemic and post-pandemic world.Design/methodology/approachQualitative data is collected from 55 graduate students during a time of work transition due to COVID-19. This paper distills key collaboration technology affordances identified from participant feedback.FindingsThis paper identifies topics of virtual collaboration success as well as challenges related to organizational transitions during COVID-19. The findings from this work relate to four collaboration technology affordances including: (1) flexibility and productivity, (2) social connectedness and organizational culture, (3) technology support and (4) management and leadership. Additionally, this research provides insight into the complexities of virtual collaboration in these areas while also making recommendations for the post-pandemic future.Originality/valueThis research makes a contribution through the analysis of a unique set of data elaborating on participant experiences during a global pandemic as well as through the exploration of future implications.
Background: Virtual teams collaborate across distances using information communication technologies (ICTs). A distinctive set of communication skills is needed by people who work successfully in virtual teams, and few universities or companies provide structured education and training in virtual teamwork. At a midsized southeastern Masters Comprehensive University, professors from the Colleges of Arts and Sciences, Business, and Education came together to explore how they might use cross-disciplinary student teams (groups comprised of students with different backgrounds and educational goals) to teach concepts in their own disciplines while providing students with the opportunity to become more proficient in virtual team communication. Research questions: (1) Can cross-disciplinary student team projects successfully support learning in virtual team communication as well as address the learning objectives of specific courses? (2) What can faculty learn from a cross-disciplinary teaching model that can be applied to virtual teams? Situating the case: Experiential learning is based on performing real tasks and reflecting on that process; it benefits learners by engaging them in complex, authentic situations. Virtual teams are significant because they support a great deal of the work currently taking place in our global economy; they are significant in higher education because students need to develop skills in international virtual communication before they are introduced to high-stakes work environments. In previous cases, students have collaborated across national cultures to develop project deliverables, such as websites, reports, and usability studies and present them in virtual environments using such tools as WebEx, Skype, and live streaming. How this case was studied: The findings from this case are based on individual student reflections, which were used to create a data matrix for each project, and instructor observation and evaluation. About the case: In Spring 2013, six faculty from the same university worked together to incorporate virtual teams into their classrooms. These six faculty members were divided into two groups of three with each group representing three colleges mentioned earlier. The faculty developed two interdisciplinary projects (one on infographics and another on social media) that enabled rich and diverse student collaboration. In both groups, the three faculty leaders worked together to define a project scope that students could achieve and that would relate to learning goals in each discipline. Conclusions: The lessons learned from this experience are that: (1) technical challenges will occur; (2) students from all disciplines must receive the same information; (3) instructors must balance respect for their colleagues and support for their students; (4) team assignments need to be consistent and fair; (5) instructors need to establish appropriate and fair assessment measurements for their own students; and (6) projects need to be realistic in order to show the students the value of vi...
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