Communicative Changes Associated with Repeated Use of Electronic Meeting Systems for Decision-Making Tasks

Although various technologies are widely used to support decision-making teams, we know relatively little about the use of specialized Electronic Meeting Systems (EMSs) and their use over time during ongoing projects. This study addresses that gap by examining how communication affordances (anonymous communication, participation equality, and influence equality) of some EMSs may change with repeated usage of the system for multiple decision-making meetings. Based on an EMS process model and related theories, the authors hypothesize that communicative benefits will decline after initial team interaction. Data from 14 intact decision-making teams (using an EMS for 3 separate meetings) provide strong support for most of the anonymity hypotheses, as perceptions of self and other anonymity decline and confidence in source attributions increases with repeated usage. There was partial support for the predicted changes in participation equality and influence equality. The authors conclude with practical implications and future research directions based on these findings.

Technology Support for Collaborative Learning

Collaborative learning is an activity that takes place between a teacher and a learner, between learner and learner, and sometimes, one would hope, between learner and teacher. The free flow of ideas between the various parties can be inhibited by a variety of factors, including perceived or actual power barriers, language skills, previous learning experience, and personal factors such as shyness or dominance. Technology can be used as a way of overcoming, or reducing, some of these inhibitory factors, and this chapter outlines some of the computer-based technologies that can be used. The use of technology to support distant learners is well documented, and this chapter concentrates instead on the less well-reported use of technology in the face-to-face classroom. The chapter opens with a brief consideration of collaborative learning and then focuses on the technologies that can be used to support collaborative learning process in a variety of time and place settings. These technologies include audience response systems, electronic meeting systems, and more recently, and rapidly developing, blended versions of these technologies.

Virtual Teams in the Traditional Classroom

This chapter examines the technologies available to virtual teams and issues associated with training virtual teams. We first evaluate the benefits and limitations of technologies to aid communication and collaboration. We consider the merits and limitations of asynchronous and synchronous discussion tools, groupware and collaboration tools, and electronic meeting systems. We then offer three different levels of training possible for virtual teams and discuss some key issues associated with training. Each level of training varies in intensity and is dependent upon the nature of the assignment and team objectives. The chapter concludes with some predictions and recommendations about the future of new technologies and virtual teams in the educational setting. Throughout the chapter, special considerations are made for those virtual teams operating in the traditional classroom.

Virtual Teams in the Traditional Classroom

This chapter examines the technologies available to virtual teams and issues associated with training virtual teams. We first evaluate the benefits and limitations of technologies to aid communication and collaboration. We consider the merits and limitations of asynchronous and synchronous discussion tools, groupware and collaboration tools, and electronic meeting systems. We then offer three different levels of training possible for virtual teams and discuss some key issues associated with training. Each level of training varies in intensity and is dependent upon the nature of the assignment and team objectives. The chapter concludes with some predictions and recommendations about the future of new technologies and virtual teams in the educational setting. Throughout the chapter, special considerations are made for those virtual teams operating in the traditional classroom.