Research has shown that some groups using electronic brainstorming generate more unique ideas than groups using nominal group brainstorming, while others do not. This study examined two factors through which group size may affect brainstorming performance: synergy and social loafing. Groups brainstormed using three techniques to manipulate synergy and two group sizes to manipulate social loafing. We found no social loafing effects. We found a time effect: nominal brainstorming groups that received no synergy from the ideas of others produced more ideas than electronic groups in the first time period and fewer ideas in the last time period. We conclude that synergy from the ideas of others is only important when groups brainstorm for longer time period. We also conclude that electronic brainstorming groups should be given at least 30 minutes to work on tasks, or else they will be unlikely to develop synergy.
Recent discussion about MIS centers on its role as an academic discipline and the utility of the core IS course in undergraduate business programs. This article presents a summary of a panel discussion at the AMCIS 2003 meeting about these issues. In includes the results of a survey on what elements of the IS 2002.1 Introduction to MIS course are being used that was presented. It also presents the discussions among panel participants and the audience and the emerging perspective on the topic by the panelists.
A question was posted on ISWorld, asking: "Do you or your IS program have any unique, interesting ways that you are interacting with the business community?" Over 50 people responded with interesting and successful activities. The activities can be grouped into six categories: (1) student-centered initiatives, (2) instruction-centered initiatives, (3) externally funded, high tech laboratories, (4) research-centered initiatives, (5) faculty/student/practitioner interactions, and (6) new business ventures. The activities in each of these categories are described.
We present an evaluation of Panopticon, a video surrogate system, as an online eLearning support search tool for finding information within video lectures. A comparison was made with a standard video player (YouTube) in two scenarios with two classes of users: revision students and independent learners. Results showed that users of Panopticon were significantly faster at finding information within the lecture videos than users of the YouTube player. It was also found that videos predominantly featuring a talking lecturer took longest to navigate, presenting design implications for lectures to be uploaded to open eLearning platforms.
Previous research has shown that some groups using electronic brainstorming generate more unique ideas than groups using nominal group brainstorming, while others do not. This study examined two factors through which group size may affect brainstorming performance: synergy and social loafing. Groups brainstormed using three techniques to manipulate synergy and two group sizes to manipulate social loafing. We found no social loafing effects. There were significant differences in synergy, but not the ones we had theorized. Instead, we found a time effect: nominal brainstorming groups that received no synergy from the ideas of others produced more ideas than electronic groups in the first time period and fewer ideas in the last time period. We conclude that synergy from the ideas of others is only important when groups brainstorm for longer time periods and may have a harder time generating ideas. We also conclude that electronic brainstorming groups, whether in the field or in the research laboratory, should be given at least 30 minutes to work on tasks or else they will be unlikely to develop synergy.
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