Knowledge Acquisition Using Group Support Systems

Pyrko, Igor; Eden, Colin; Howick, Susan

doi:10.1007/s10726-019-09614-9

Cited by 18 publications

(14 citation statements)

References 64 publications

(78 reference statements)

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“…These critical aspects will be clustered, first within groups and then across groups, and used in a later stage as a starting point to formulate design principles. To promote consensus, the interviews were organized as group decision rooms where the discussion was supported by a digital group support system (Fjermestad and Hiltz, 2000;Pyrko et al, 2019). This support system offers participants the possibility to answer questions individually and digitally through a device followed by a group discussion about how to cluster all given answers.…”

Section: Analysis and Exploration: Expert Interviewsmentioning

confidence: 99%

Supporting Teachers in Improving Formative Decision-Making: Design Principles for Formative Assessment Plans

Steen

Schilt-Mol²,

Vleuten³

et al. 2022

Front. Educ.

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Formative assessment is considered as one of the most effective interventions to support teacher decision-making and improve education and student learning. However, formative assessment does not always meet these expectations. In order to be effective, formative assessment activities should be consciously and coherently planned aligned with other aspects of the curriculum and the decisions teachers wish to make based on these activities. While there is sufficient support for teachers to design formative assessment activities, no guidelines exist to help them tie these different activities together in an effective way. To support teachers in designing formative assessment plans informing formative decision-making, this study focused on the creation of a set of design principles. These design principles for formative assessment plans were formulated based on expert interviews and subsequently evaluated by future users. The result is a set of eight design principles that can be used and validated in educational practice.

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Section: Analysis and Exploration: Expert Interviewsmentioning

confidence: 99%

Supporting Teachers in Improving Formative Decision-Making: Design Principles for Formative Assessment Plans

Steen

Schilt-Mol²,

Vleuten³

et al. 2022

Front. Educ.

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“…Later, there may be a return to facilitated modeling to share what has been learnt and evaluate possible strategies, providing guidance to the decisionmakers. Some or all of the workshops might be conducted as face-to-face events or remotely (Coakes et al, 2002;French et al, 2009;Nunamaker et al, 2014;Pyrko et al, 2019).…”

Section: Interpreting and Implementingmentioning

confidence: 99%

“…Also there are many cases in which the clarity brought by framing the issues well has obviated the need for formal quantitative analysis. These techniques are useful in all of the Cynefin Spaces, though they come to the fore in the Complex and Chaotic Spaces In which sense really needs to be made (Rosenhead and Mingers, 2001;Checkland, 2013;Steed et al, 2013;Bendoly and Clark, 2016;Pyrko et al, 2019;French, 2021) (See Table 3h for further details).…”

Section: Soft Elicitationmentioning

confidence: 99%

Decision-Making for Managing Climate-Related Risks: Unpacking the Decision Process to Avoid “Trial-and-Error” Responses

Constable¹,

French²,

Karoblyte³

et al. 2022

Front. Clim.

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We provide an overview of decision support tools and methods that are available for managing climate-related risks and for delivering adaptation and resilience options and solutions. The importance of understanding political, socio-economic and cultural contexts and the decision processes that these tools support is emphasized. No tool or method is universally suited to all circumstances. Some decision processes are structured with formal governance requirements; while others are less so. In all cases, discussions and interactions with stakeholders and other players will have formal and informal aspects. We categorize decision support tools in several broad ways with the aim of helping decision makers and their advisors select tools that are appropriate to their culture, resources and other circumstances. The assessment examines the constraints and methodological assumptions that need be considered.

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“…Recently, Pyrko et al (2019) investigated the use of the group support system (GSS) for knowledge acquisition. With respect to the five challenges reported by the authors, GSS proved to be an important tool for knowledge acquisition.…”

Section: Using Knowledge Acquisition Toolsmentioning

confidence: 99%

Predicting knowledge creation through the use of knowledge acquisition tools and reading knowledge sources

Kaba

Ramaiah

2020

VJIKMS

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Purpose The purpose of this research paper is to report about an investigation on the relationship between knowledge acquisition and knowledge creation to find out whether knowledge acquisition can predict knowledge creation. The study measures the concept of knowledge acquisition through the faculty use of knowledge acquisition tools and reading knowledge sources while measuring the concept of knowledge creation through the faculty use of knowledge creation tools and publishing knowledge sources. Design/methodology/approach The population of the study is faculty members in the United Arab Emirates (UAE). The sample of the population consisted of 300 faculty members affiliated with 26 universities and colleges. Data was collected from the sample through questionnaire instrument. Stated hypotheses and Mathew’s theory of knowledge consumption–production correlation are tested and verified through correlation matrix and regression analysis. Findings Findings of the study revealed that the use of knowledge acquisition tools by faculty members has a positive effect on the use of knowledge creation tools and on publishing knowledge sources. Likewise, reading knowledge sources appeared to have a positive impact on the use of knowledge creation tools and publishing knowledge sources. Accordingly, the study confirmed the stated four hypotheses. Moreover, the results of the study supported the theory of knowledge consumption–production correlation and strongly confirmed the prediction of knowledge creation through the use of information and communication technology (ICT) tools for knowledge acquisition and reading knowledge sources. Practical implications Findings of the study appeal to the decision-makers and stakeholders of academic institutions to make effective investment in ICT facilities and knowledge sources to improve knowledge creation among faculty members. Originality/value Not many studies have investigated how knowledge acquisition can predict knowledge creation in the academic environment. This paper contributes to the understanding of the relationship between knowledge acquisition and knowledge creation in academic settings. Findings of the study can be an important reference for providing and improving knowledge sources, knowledge acquisition tools and knowledge creation tools in the academic environment.

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Knowledge Acquisition Using Group Support Systems

Cited by 18 publications

References 64 publications

Supporting Teachers in Improving Formative Decision-Making: Design Principles for Formative Assessment Plans

Supporting Teachers in Improving Formative Decision-Making: Design Principles for Formative Assessment Plans

Decision-Making for Managing Climate-Related Risks: Unpacking the Decision Process to Avoid “Trial-and-Error” Responses

Predicting knowledge creation through the use of knowledge acquisition tools and reading knowledge sources

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