The Information Age Confronts Education: Case Studies on Electronic Classrooms

Leidner, Dorothy E.; Järvenpää, Sirkka L.

doi:10.1287/isre.4.1.24

Cited by 236 publications

(138 citation statements)

References 19 publications

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“…Secondly, gaming as a learning method is motivating and perhaps raises less negative attitudes than other forms of teaching. This can be explained with the findings of Leidner and Jarvenpaa (1993), who note that the most preferred methods for computer-based learning are those that (1) give the students interactive use of computers and (2) allow the students to work independently of the instructor on the computer to encounter their own problems in a classroom environment. Compared to out-of-class exercises, the presence of the instructor adds an important dimension enabling the sessions to become a vehicle for subject exploration.…”

Section: Discussionmentioning

confidence: 99%

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Redesigning the Traditional Business Gaming Process – Aiming to Capture Business Process Authenticity

Lainema

2004

JITE:Research

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Executive SummaryThe constantly changing business environment has forced many organizations to move away from focusing on individual tasks and functions to focusing on more integrated and coordinated ways of work. Higher-level business and information systems (IS) education is also in a state of change, as the traditional curriculum does not coincide with business realities. The mission of IS is shifting from developing and supporting information processing applications to developing, managing and supporting the information technology infrastructure for the entire organization. This requires knowledge of business operations. As educators in universities we should take these changes into consideration when we plan IS curricula. This means critical examination of the content of teaching.On the basis of the evidence from some business school and IS education literature, the authors point out the need to teach the cross-functional nature of business operations. In this paper we present an example of a business learning environment that presents business organizations as dynamic, time dependent networks of business transactions. We aim at representing real-world complexity and authenticity in the learning environment. This aim is justified by introducing the constructivist view of learning which supports the use of learning environments which capture the learning context as a whole. According to the constructivist principles learning tasks should also be relevant and the reason for solving problems must be authentic to the context in which the learning is to be applied.The learning environment introduced in this paper provides the learner with control over the learning activity and also enables the re-creation of highly realistic situations in which the learner personally experiences the content of instruction. We are challenging the dominating batchprocessed method of running business games. Our proposition is based on continuous processing, which is relevant especially from the point of view of training causal, time-dependent crossfunctional business operations. We also present some findings from using a dynamic and realistic business process learning environment in company in-house training sessions and argue the applicability of the learning environment in university settings. As a conclusion we note that continuous processing in simulation gaming environments reveals the natural complexity and process nature of business opMaterial published as part of this journal, either on-line or in print, is copyrighted by the publisher of the Journal of Information Technology Education. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or t...

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Section: Discussionmentioning

confidence: 99%

“…Similar findings come from the IS literature. Leidner and Jarvenpaa (1993) note that computers are merely used as vehicles for teaching procedural material, rather than teaching concepts. This is because it takes a tremendous time to redesign a course for computer-based teaching methods.…”

Section: A Propositionmentioning

confidence: 99%

Redesigning the Traditional Business Gaming Process – Aiming to Capture Business Process Authenticity

Lainema

2004

JITE:Research

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“…On the basis of three case studies, Leidner and Jarvenpaa (1993) developed a theoretical research model for other researchers to test in future studies. And, in a literature review, Leidner and Jarvenpaa (1995) inventoried numerous educational variables to be examined in future studies according to different scenarios using ICT.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Forecasting Stock Exchange Opening with Foreign Stock Markets: Evidence from the NYSE and the SSE

Ye¹

2011

SSRN Journal

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AcknowledgementsThere is a great deal of work to coordinate and administer all of the activities of the Atlantic Schools of Business Conference. In particular, the coordination of activities from the call for papers to the acceptance process is very extensive. We would like to thank the many people involved to help us with this central aspect of the conference. Thanks to Ms. Amanda Strongman who took on the initiative and perseverance to automate the paper submission process using Easy Chair this year. The use of this tool provided many insights from an organizing perspective that were invaluable. We would also like to thank the track chairs (see next section for a track chair list) who provided timely and helpful feedback about how to improve the process and managed the review process for the papers submitted to their tracks. Their commitment to getting reviews for all papers and providing feedback to authors involved an immense amount of work which we are thankful they took on. Finally, we would like to thank all the reviewers who took the time to review papers in their area of expertise and offer constructive feedback to authors to help improve their work. This process relies on volunteers from across the region. We are grateful that the spirit of academic development and achievement is alive and well! Your contributions in this area make the ASB conference possible! Sincerely, Wendy R. Carroll Conference Chair Atlantic Schools of Business Executive Stream PageAccounting 1 Business Communications 13 Business History 50Finance 84 Human Resources and Industrial Relations 197 Information Systems 258 Management Education 307Marketing 323 Organizational Theory 384Strategy 430 ASB Conference 2011 Proceedings Accounting StreamUniversity of PEI IntroductionCorporate Social Responsibility (CSR) has received growing attention in the last several decades. Its impact dramatically reached the top echelons of the United Nations when UN Secretary-General Kofi Annan proposed The Global Compact at the World Economic Forum in Davos, Switzerland in 1999 (Bitanga and Bridwell, 2010). The Global Compact has grown to encompass more than 8,700 corporate participants and others stakeholders, including over 7,700 businesses in 130 countries around the world (United Nations Global Compact, 2011a).The UN Global Compact is a voluntary initiative that relies on public accountability, transparency, and enlightened corporate self-interest. The basic idea is that the voluntary involvement of companies in the areas of human rights, labor rights, environmental degradation, and anti-corruption can encourage private innovation and concern within these areas in a manner that regulation has been unable to adequately achieve, thereby hastening the emergence of a more sustainable and just future (Kell and Levin, 2002).The benefits for companies voluntarily affiliating with the UN Global Compact have been little documented from an empirical perspective. A survey by Cetindamar and Husoy (2007) documented the motivations of some firms for adherin...

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“…The first category, technology-mediated learning, has been defined as "a learning experience that is significantly moderated through the use of information and communication technology" (Alavi & Gallupe, 2003). TML research has essentially focused on comparing traditional, or non-supported, classrooms to virtual, or technology-supported, classrooms (e.g., Alavi, Wheeler, & Valacich, 1995;Piccoli, Ahmad, & Ives, 2001) or on examining the presence or absence of a technology on learning outcomes (e.g., Alavi, 1994;Leidner & Fuller, 1997;Leidner & Jarvenpaa, 1993). Prior research, however, has fallen short as it has failed to examine what features or attributes of a technology will enhance the learning process or investigate the effects of information characteristics, such as task complexity, that might influence learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

Examining the Effects of Technology Attributes on Learning: A Contingency Perspective

Nicholson

Valacich

2008

JITE:Research

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Executive SummaryIn today's knowledge economy, technology is utilized more than ever to deliver instructional material to the learner. Nonetheless, information may not always be presented in a manner that maximizes the learning experience, resulting in a negative impact on learning outcomes. Drawing on the Task-Technology Fit model, a research framework was developed to investigate the influence of vividness, interactivity, task complexity, and learning style on performance, satisfaction, interest, and perceived mental effort in the context of learning how to use an office productivity tool via a computer-mediated learning environment.It was hypothesized that vividness and interactivity would increase satisfaction and interest and that the affects of vividness and interactivity on performance and perceived mental effort would vary depending on the complexity of the task. It was also hypothesized that vividness and learning style would interact to influence performance and perceived mental effort when a task was more complex. A laboratory experiment was employed to test the research model. The experiment manipulated two levels of vividness, interactivity, and task complexity, resulting in six unique treatment conditions. In each of these treatment conditions, subjects viewed a computerbased tutorial on how to complete a task using a specific tool in Microsoft Excel. Subjects were then asked to complete a similar task using this same Excel tool.Overall, strong support was found in support of the hypotheses. Findings indicate that presenting information in a more vivid or more interactive learning environment will significantly increase satisfaction with the learning environment as well as interest in the topic. Furthermore, strong support was found for utilizing a more vivid or more interactive presentation to increase performance and reduce perceived mental effort when a task is more complex. Mixed support was found regarding the influence of vividness and learning style on performance and perceived mental effort for a more complex task.This research contributes to our theoretical understanding of instructional design and the influence of technology characteristics on learning outcomes. These findings also serve to guide those who design and disseminate information in computer-mediated contexts. MoreMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. P ermission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact 0HPublisher@InformingScience.org to request redistribution permission. ...

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The Information Age Confronts Education: Case Studies on Electronic Classrooms

Cited by 236 publications

References 19 publications

Redesigning the Traditional Business Gaming Process – Aiming to Capture Business Process Authenticity

Redesigning the Traditional Business Gaming Process – Aiming to Capture Business Process Authenticity

Forecasting Stock Exchange Opening with Foreign Stock Markets: Evidence from the NYSE and the SSE

Examining the Effects of Technology Attributes on Learning: A Contingency Perspective

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