bluuebunny/crossref_metadata_2025 huggingface dataset:
Developing Prescriptive Taxonomies for Distance Learning Instructional Design
Authors: Lasnik Vincent E.
Published: May 2011

There are simple answers to all complex problems—and they are uniformly wrong. —H.L. Mencken One of the central problems and corresponding challenges facing the multidisciplinary fields of distance learning and instructional design has been in the construction of theory-grounded, research-based taxonomies for prescribing what particular strategies and approaches should be employed when, how, and in what combination to be most effective and efficient for teaching specific knowledge domains and performance outcomes. While numerous scholars and practitioners across a wide range of associated instructional design fields have created a rich variety of effective, efficient, and very current prescriptions for obtaining specific learning outcomes in specific situations (Anderson & Elloumi, 2004; Marzano, 2000; Merrill, 2002a; Nelson & Stolterman, 2003; Reigeluth, 1999a; Shedroff, 1999; Wiley, 2002), to date no single theory-grounded and research-verified unifying taxonomic scheme has successfully emerged to address all existing and potential educational problems across the phenomena of human learning and performance.
Disability, Chronic Illness and Distance Education
Authors: Newell Christopher , Debenham Margaret
Published: May 2011

Distance education may be seen as both enabling and disabling in its application to, and relationship with, people with disability and chronic illness. Cutting-edge work suggests that it can provide a suitable route to support the studies of students with disabilities and those with long-term health problems. However, it is important that this should be regarded in terms of providing choice to students rather than requiring those who are identified as having impairment/chronic illness to undertake studies at a distance. Unless well designed and evaluated, as with any technology, DE can also become disabling in its impact (Goggin & Newell, 2003; Newell & Walker, 1992).
Distance Learning for Incarcerated Populations
Authors: Bagwell Christine
Published: May 2011

While many educators focus on bridging the digital divide for rural and disadvantaged students, a few focus on a much more isolated population— those in the U.S. prison system. “The criminal justice system has frequently been referred to as a ‘revolving door’ where offenders are released, only to be returned over and over again to incarceration” (Daniel, 2003, p. 3). Research shows that educating incarcerated populations clearly lowers recidivism rates at huge savings to state taxpayers. Just as the advent of the Web has revolutionized education’s reach, e-learning technologies have the power to extend into the most dangerous and neglected schoolrooms in our country, those of our prisons.
E-Learning Industry
Authors: Gordon John , Lin Zhangxi
Published: May 2011

E-learning is the process of teaching and learning using electronic media, generally distributed over a network. For a thorough coverage of e-learning, see Anderson and Elloumi (2004). The market for e-learning is the market for the provision, delivery and administration of learning services through the use of new media and network technologies.
Ensuring Quality in Technology-Focused Professional Development
Authors: Bober Marcie J.
Published: May 2011

Few would argue that teachers exposed to technology-focused professional development are better prepared to effectively and systematically integrate computers, peripherals and software into their classrooms than those without any formal training. However, one must necessarily assume that quality matters … that teachers participating in high-quality professional development are more likely than those engaged in token or perfunctory training to use technology well (for instructional preparation, delivery and assessment); to be cognizant of technology’s advantages and limitations; and to situationally model both hardware and software (Hirsh & Sparks, 2000).
Evaluating Online Programs
Authors: Kelsey Kathleen D. , Lindner James R. , Dooley Kim E.
Published: May 2011

Systematic formative and summative evaluation of distance education programs is necessary for program improvement and accountability. The most frequently cited reference for best practices comes from the Western Interstate Commission for Higher Education (WICHE). WICHE (1997) has published a number of documents, including Good Practices in Distance Education (WCET, 1997, Publication Number 2A299). Principles of Good Practice was also developed by the Southern Region Education Board (SREB) (2003) to assess program quality. Both WICHE and SREB offer the following principles for best practices in distance education: curriculum and instruction; institutional context and commitment; and evaluation and assessment.
Exploring the Virtual Learning Environment
Authors: Torres-Coronas Teresa
Published: May 2011

Education has traditionally been conducted face-to-face, with professors performing outstanding magisterial classes in front of the learners. During the centuries, students and professors have shared the same time and same space frame. Nowadays, things are quite different. Information Technology (IT) is a reality affecting the whole education system from primary school to post-graduate education. IT has a considerable impact on the learning providers, on the learning process itself and, of course, on any agent involved in the process. The aim of this article is to explore this fascinating new learning world. To do this, we discuss the following main two elements: the plethora of terms related to virtual learning and, the dimensions of a virtual learning environment. Finally, some suggestions are made for future research in this field.
Facilitating Asynchronous Discussions
Authors: Bedard-Voorhees Alice
Published: May 2011

Successful online instructors demonstrate technological and content expertise, time management, and instructional and communication skills. While “asynchronous discussion” refers to a software that allows one-one-one and one-to-many text-based interaction independent of time, is it an important communication technique. And within a broader, complex definition of discussion resides the challenge and opportunity for faculty facilitation of student-centered learning.
Group Leadership in Online Collaborative Learning
Authors: Kukulska-Hulme Agnes
Published: May 2011

Online collaborative learning emphasizes student activity and is associated with changes in perceptions of who is responsible for leading groups of learners. It raises questions about the roles of teachers and students as leaders. A teacher may act as the guide or as a member of the group and a co-learner. An important question is whether the success or failure of online collaborative learning depends on the role and skills of a group leader. There is reason to believe that online groups do need guidance, but there is a need to consider the extent to which instructors make students aware of their roles, and the degree to which they are tangibly present in an online environment.
Growth of Online Schooling in Canada
Authors: Haughey M.
Published: May 2011

In Canada, a country of vast landscapes, northern climates and relatively few people, the formal provision of education has always involved alternatives. Records going back to the late 1800s discuss pilot projects that provided education to school-aged children in remote rural areas. Correspondence education, beginning in 1919 and offered by almost all provincial authorities, depended on the post and long-distance haulage to link students and teachers (Haughey, 1990). Each new technology became a part of an educational provision that was of particular importance to secondary school students, who were unable to obtain sufficient courses at their local school to qualify for a high school diploma.
Help Me Understand How to Resolve These Mysteries
Authors: Schmieder Allen
Published: May 2011

Make no mistake, unless the nation’s schools achieve a world-class technology infrastructure within the first several years of the new millennium and learn how to effectively use the already impressive and rapidly expanding new technologies in school management, instruction, and assessment, our students will not be prepared to meet the challenges of the 21st century, and the quality of our nation’s future will indeed “be at risk.” Since the innovation and economy of this great nation is also the main energizer for advancing the standard of living worldwide, it is even more imperative that we, as rapidly as possible, close the huge technology gap that exists between schools and the greater American society.
Interactive E-Lab Systems
Authors: Chu Kin Cheong
Published: May 2011

Most distance learning development programs are focused on online lectures, tutorials, and assessment. A practical training system that allows instruments to be monitored and controlled over the Internet leaves a lot of room to be studied. This training system can easily be turned into an online experiment that allows students at remote locations to control and obtain real-time measurements or experimental data (Tan & Soh, 2001).
Just-in-Time Learning
Authors: Stavredes Tina
Published: May 2011

As the educational landscape is changing, more individuals are embracing the concept of lifelong learning. They are also looking for flexibility in how they learn, when they learn, and where they learn. The emergence of Web and Internet technologies is leading to the creation of distance learning environments that will allow for new ways of learning and opportunities to engage learners in meaningful learning experiences. In addition, technology is now seen as a tool for learning that allows for communication and collaboration through Web-based technologies to provide opportunities for challenge, guidance, empowerment, and support.
Just-in-Time Training
Authors: Iannarelli Barbara
Published: May 2011

Did you ever read an article on some current issues in some distant part of the world and wish you had paid closer attention in your high school history class? Did you ever purchase a sophisticated computer system and six months later find yourself in need of one of those more illusive features and wish you had taken the free training class the salesman offered? When was the last time you waited “on hold for the next available operator” to get some technical assistance for new hardware or software only to lose the connection after waiting 45 minutes? Have you ever had a graduate tell you that while on the job they wish they had kept the handout from your 422 class?
Leadership in Technology Integration
Authors: Burke Sue
Published: May 2011

We have all heard the saying, “Follow the Leader,” but what if there is none? When humans learn a new skill or idea, the tendency is to look to others to see how they are implementing or embracing the new methods, as well as look to see what the expectation is in its adoption. The integration of technology in the learning process is no different. Leadership, or lack thereof, can make the difference between the technology becoming a formidable tool that causes a change in the teaching and learning within the classroom, or just being a very expensive writing implement, or even worse, an electronic tool that provides busy seatwork.
Learning Technologies and Learning Theories
Authors: Sieber Vivien , Andrew David
Published: May 2011

This article explores the relationship between traditional learning theories and technology mediated learning. Appropriate use of learning technologies can promote effective learning in particular by providing an environment that fosters independent, learner-centred experiences. The intention of this chapter is to identify those aspects of learning technologies that promote effective learning and discuss them in relation to learning theory.
Online Collaborative Learning and Learning Styles
Authors: Day Tony
Published: May 2011

The need for the development of an online learning community for professional development and support for new and experienced educators is growing due to the significant turnover of teachers within the first five years (National Center for Teaching and America’s Future, 2003). This trend is also present in other countries: England has a turnover rate of teachers at 18% in the first three years (Hayes, 2004), and Australia, especially in the New South Wales area, has a rate of between 20% and 50% within the first three to five years (Manuel, 2003). This challenge would be best met through the online collaborative learning model allowing for the development of outside resources without the excessive cost of the educator’s most valuable commodity: time. This process is especially valuable for the utilization of comparative education issues between cooperating countries as it will lend itself to the collegiality of educators across countries and cultures.
Operational Success in Distance Education
Authors: Martz Wm. Benjamin , Reddy Venkateshwar K.
Published: May 2011

The education industry is being transformed by the ever-growing presence of distance education. Distance education has several market drivers that make educators, colleges and businesses take a serious look at how to implement programs and courses. This interest is driving a huge investment without a set direction.
Overcoming the Digital Divide
Authors: Mizell Al P. , Sugarman Cecil
Published: May 2011

We all know that technology has become a dominant force in today’s society for people of all ages. However, certain elements of society have less access to technology than others. In the literature, discussions and research on these discrepancies tend to focus on factors such as gender, sex, socioeconomic status, race, education, and employment. Occasionally, age is taken into consideration. In reviewing online articles related to the digital divide, it appears that there are many more articles, reports, and projects that focus on factors other than age. Few looked at the impact of the digital divide on senior citizens. One article, “The Internet and Older Adults” (U.S. Administration on Aging, 2004), reports that:
Rubrics as an Assessment Tool in Distance Education
Authors: MacGregor Bonnie L.
Published: May 2011

Effective communication of the grading process to students is a concern that many online instructors face. The purpose of this entry is to show how the use of a rubric as an assessment tool clarifies for distance education instructors and their students the expectations, criteria, and performance levels of assignments, plus – more importantly – how the rubric details the description of the earned grade.
School-Wide Factors Facilitating Technology Integration and Implementation
Authors: Anderson Ronald E. , Dexter Sara
Published: May 2011

We focus our remarks about recommendations for overcoming barriers to technology integration and implementation at the school level, that is, concerning elements that are associated with the overall school technology environment and shared by all the teachers at a school. These elements are usually beyond the control of any one teacher, but as a group the teachers at a school can, and do, influence the decisions and priority setting that would put these elements into place. The basis for these remarks are primarily from the findings of the Teaching, Learning, and Computing ‘98 national survey (www.crito.uci.edu/tlc) and are further elaborated upon in Dexter, Anderson, and Ronnkvist (2002), who describe the quality technology support conditions that are associated with increased teacher and classroom uses of technology; Anderson and Dexter (2001), who note additional technology organization attributes under administrators that influence the emergence of a technology-supported culture or community; and Ronnkvist and Anderson (2001) and Dexter and Seashore (2001), who identify professional community as a mechanism for increasing teachers’ learning about, and integration of, technology.
Successful Self-Funding E-Learning Programs
Authors: Levy Yair , Ramim Michelle M.
Published: May 2011

The Greek philosopher Aristotle indicated that learning is the outcome of both teaching and practice. Clearly, learning is not confined to classroom lectures exclusively. In the past several decades, educators explored the possibility of providing learning experience to remote students. With improvement in technology and the growing popularity of Internet usage, e-learning caught the attention of both corporations and educational institutions. However, traditional learning methodology began transforming when elite universities embraced the Internet as a vehicle for their degree programs (Forelle, 2003). Progress in e-learning has increased its popularity in the past decade (Levy & Murphy, 2002). Consequently, it is carving a new brand of universities, causing traditional schools to rethink their business model. Furthermore, some elite schools have developed specialized online degree and certificate programs. In doing so, these schools strive to compete on this new learning medium and create a new source of revenue, especially due to the declining enrollment and lower government funding resulting from the events on September 11, 2001 (Roueche, Roueche, & Johnson, 2002). This paper provides definitions of the eight key elements any institution should have to successfully implement self-funding e-learning systems.
Teacher Electronic Portfolios
Authors: Slick Susan , Shaw Patricia A.
Published: May 2011

Over time, student and teacher portfolios have taken several forms for a variety of purposes. Initially, portfolios were created in many educational settings to document learning. Portfolios were used as one means of assessment in course work or for senior graduation exhibitions. As calls for educational reform continued to be heard in forums ranging from local school board offices to the Oval Office, teacher accountability has become an issue of paramount importance. Parents and politicians alike want assurance that the most competent teachers are providing quality educational experiences for students. Thus, teacher assessment has become a “hot” political topic throughout our country.
Trends and Issues of Virtual K-12 Schools
Authors: Lazarus Belinda Davis
Published: May 2011

Increasingly, K-12 schools are delivering instruction via Internet courses that allow students to access course content and complete assignments from home. According to a recent survey conducted by Education Week, 27 states in the United States have spent public monies to establish virtual public or charter schools. For example, over the past 5 years, the Florida Virtual School has spent $23 million and offered 62 online courses to over 8,000 students. Kentucky Virtual High School, which offers approximately 40 courses and enrolls approximately 750 students annually, has a budget of about $400,000 per. The Michigan Virtual High School is funded for $15 million for start-up costs with $1.5 million allocated annually for operational costs. And the Virtual High School International, a nonprofit collaborative of 200 national and international schools with a budget of $10 million, offers 160 courses to students in 16 countries. In spite of declining budgets, the growth of K-12 virtual schools continues at a rapid pace (Park & Staresina, 2004).
Using Course Maps for Easy Classroom to Computer Transition
Authors: Etter Stephanie J. , Byrnes Lisa T.
Published: May 2011

Online learning is the fastest growing segment in the educational marketplace (Conhaim, 2003). As the number of online courses increases and distance learning programs grow in popularity, questions of quality and comparability of online courses with traditional methods naturally arise (Schulman & Sims, 1999). While online learning is the fastest growing educational segment, partly in thanks to on-campus students who choose to take courses online, there are still debates about not only the quality of the course content, but the quality of the technology used as well. According to Bowman (2003), in “the history of higher education, online classes are relatively new, and it is yet to be determined how to take full advantage of the technology” (p. 73).
Using ICT to Enable Emancipatory Learning
Authors: Taylor Wal , Dekkers John , Marshall Stewart
Published: May 2011

The use of information and communication technology (ICT) has had an important role in enhancing the nature and quality of student learning experiences through open learning (OL) and distance education (DE). It has also enabled providers to introduce support and delivery, and administrative systems to improve efficiency and effectiveness of all these aspects. The issues, problems and potential benefits of the use of OL and DE have been the themes of recent conferences and other national forums, and is well documented in the research literature that abound. From the foregoing information sources, an aspect that still is not well addressed is appropriate models that take in account the specific needs and demands of the students at the local level, as well as using ICT.
Web Accessibility Laws and Issues
Authors: Yu Holly
Published: May 2011

The concept of access to information has changed in the past three decades to reflect the changes in the methods of receiving and conveying information. With the advent of information technology and the unprecedented opportunities created by the technology for people with and without disabilities, it has become apparent that information technologies have a tremendous potential for allowing people with disabilities to participate in mainstream activities and to support their ability to live independently. However, the new forms of access to information that have made it easier for non-disabled people have often created barriers for people with disabilities.
Young People's Net Cultures
Authors: Dunkels Elza
Published: May 2011

Sweden has a large number of Internet users, and on a global scale only Iceland had more Internet users in 2002 (ITU, 2003). The European Union-funded project SAFT (2003a) found that 87% of Swedish children have access to the Internet at home. Today Scandinavian media focus on alleged serious problems caused by children being online. Despite these media reports, however, it appears that Scandinavian parents and children talk little about the Internet and its effects on life (Bjørnstad, 2002; SAFT, 2003c).
Boundaries in Communities
Authors: Cordoba José
Published: May 2011

This article suggests a way of complementing the notion of boundary objects from communities of practice to enable learning: That of extending the notion of boundary objects to account also for boundary people. There are some people whose participation in a community could provide benefits for them and the community. Although it has been suggested that in a community of practice there are different types of membership, little is mentioned about how learning could be fostered by developing inclusive membership. This could be a way of bringing relevant experience to the attention of a community.
Communities and Evaluation of E-Government Services
Authors: Cordoba José
Published: May 2011

In this article, I would like to reflect on a potential contribution of the theory of communities of practice to the evaluation of e-government services. Up to date, the adoption of e-government in local, regional, and national institutions could be characterized as a process guided by a need to improve efficiency and speed in the delivery of services to citizens. However, this might have implications to different groups of citizens who might like to use services, in other words, to become users. The theory of communities of practice could provide a framework by which e-government services (and, more particularly, e-government Web sites) could be assessed with a view of facilitating participation and inclusion.
Critical Success Factors for the Successful Introduction of an Intellectual Capital Management System
Authors: Elshaw Brenda
Published: May 2011

It has long been recognized that one of the most valuable assets an organization possesses is the knowledge and experience of its employees. Yet, month by month, many organizations allow a great part of this knowledge to walk out the door as their employees leave. In some cases, even while the employee is still there, their knowledge is not captured and reused, as its value to the organization is not recognized. Several years ago, a well known car manufacturer was designing its next generation vehicle. Wishing to repeat a previous success, both in design and marketing, the company tried to identify what factors had contributed to this success. However, as the lessons learned from the previous exercise had not been documented, not to mention, no record existed of the team members who had worked on the original project, this valuable experience was ultimately lost. How different this could have been had they captured the intellectual capital resulting from the design and been able to build upon the best practices to help repeat their earlier success. Organizations that put processes in place to capture their intellectual capital can substantially reduce costs due to time lost by employees reinventing the wheel and can often increase revenue by the reuse of selected assets. Stewart, in his book The Wealth of Knowledge: Intellectual Capital and the Twenty-First Century Organization (2002) states: It has become standard to say that a company’s intellectual capital is the some of its human capital (talent), structural capital (intellectual property, methodologies, software, documents, and other knowledge artifacts, and customer capital (client relationships).” It is the “knowledge that transforms raw materials and makes them more valuable. (pp. 12-13)In most organizations, the majority of knowledge is held via various data storage mechanisms, usually computer based. However, its true value is realized only when it has context added to it by the application of the knowledge and skill of the practitioners involved in its creation and application. For that reason, an intellectual capital management system (ICMS) has to be more than just an efficient data storage and retrieval system. An effective ICMS takes into account three components—technology, process, and community.
Integrating Knowledge, Performance, and Learning Systems
Authors: Schaffer Scott P. , Douglas Ian
Published: May 2011

Considerable effort has been devoted recently to development of systems or platforms that manage the learning, performance, or knowledge delivered to students and employees. These systems are generically labeled learning management systems (LMS), learning and content management systems (LCMS), performance support systems, and knowledge management systems (Rockley, 2002). Organizations increasingly use content management systems to deliver content objects to employees on a just-in-time basis to support knowledge and performance requirements (Rosenberg, 1999). While systems are developed that efficiently manage learning, knowledge, or performance, it seems desirable to consider how integration of each of these areas into a single system would benefit organizations. A major challenge to developing such systems has been the degree to which they are interoperable and the components within each are reusable. Reuse of data or information for learning or performance solution development is considered the primary driving force behind the movement toward object-based architectures for such systems (Douglas & Schaffer, 2002; Schaffer & Douglas, 2004). Ideas for integrating different sources of support for individuals and making its construction more cost effective have begun to take shape. Some efforts have focused on reusable and interchangeable (between different delivery systems) content objects, such as the U.S. Department of Defense Advanced Distributed Learning initiative (http://www.adlnet. org). A big challenge in development of support is the lack of a pedagogical model that takes advantage of object-based architectures while promoting collaboration and knowledge capture and sharing. A significant move in this direction has been outlined by Collis and Strjker (2003) who view the learner as a contributor of knowledge that may be captured and stored for reuse by future learners or course designers. An expansion of this idea, focused on in this article, is the reuse of the contributions of various members of a design and development team. This includes artifacts, decisions, and rationales related to activities such as the analysis of needs, identification of metrics, and identification of causes and possible solutions to workplace problems. This approach essentially attempts to link the analysis and design processes related to initial development of solutions with the ongoing adaptation and evaluation
Leadership Issues in Communities of Practice
Authors: Wartburg Iwan von , Teichert Thorsten
Published: May 2011

In another contribution in this encyclopedia, we presented the construct social structure as the context in which interactions between CoP members take place. Social structure has been defined along several dimensions, for example, group (CoP) longevity, norms for conflict resolution, and coordination of daily exchange. It has been disputed whether social structure can be deliberately influenced by management, that is, whether CoPs represent a social collective that is manageable to a degree as in, for example, a formal project team. In this article, we argue that the social structure of CoPs can be influenced by using a certain leadership style as an influence tactic. We believe that for influencing the kind of social structure proposed for CoPs, transformational leadership is most suitable.
Linking Small Business Networks with Innovation
Authors: Braun Patrice
Published: May 2011

Today, with an economy enabled and driven by connectivity, a fundamental shift in business models is occurring whereby information, knowledge, and relationships underpin competitive advantage. In order to compete in what some refer to as the networked economy, companies across the globe must use technology-mediated channels, create internal and external value, formulate technology convergent strategies, and organize resources around knowledge and relationships (Scott & Storper, 2003). The rise of information and communication technologies (ICT) and electronic information networks has led firms of all sizes to implement more technology driven solutions for improved productivity and information flow. Malhotra (2000) identified three general information management (IM) developments that have revolutionized company information processes over the last 40 years. The first phase, the automation phase, increased company efficiency of operations. The second phase, the rationalization phase, streamlined those procedures by eliminating bottlenecks made apparent by the automation. The third phase, the business reengineering phase, radically redesigned information and knowledge management processes through technology-intensive implementation of procedures in workflows and work processes (Malhotra, 2000). Now we have reached a fourth phase, the knowledge creation and knowledge transfer phase, that, if possible, is even more closely associated with technology than business process reengineering. With embedded knowledge flows and innovation linked to communities of practice as well as through linkages using technology, companies of all sizes have the potential to both collaborate and compete by taking advantage of connectivity and new relationships founded on the exchange and sharing of embedded knowledge. This article discusses how knowledge sharing environments such as communities of practice and virtual business communities can be important determinants of commercial viability and business success for small and medium sized enterprises (SMEs), provided that both the (virtual) environment and inter-firm relationships are conducive to information sharing and knowledge flows.
Observed Patterns of Dysfunctional Collaboration in Virtual Teams
Authors: Lam Wing , Chua Alton , Lee Cecelia
Published: May 2011

To collaborate is defined in the Wordsmyth (2002) dictionary as “to cooperate or work with someone else, especially on an artistic or intellectual project.” The widespread adoption of the Internet and increasing sophistication of online communication tools have led to the emergence of collaboration in virtual teams in which members work with each other without the constraint of being physically together (Townsend, DeMarie & Hendrickson, 1996). Unlike traditional face-to-face teams, members of virtual teams may be geographically distributed, work in different time zones, and may never even meet face-to-face. Virtual teams therefore rely heavily on asynchronous (e.g., discussion boards, e-mail), and to some extent synchronous (e.g., videoconferencing, online chat, telephone) collaboration tools to support the interaction. In the educational scene, many academic institutions are turning to the use of virtual teams to meet the growing demand for online education (Zhang & Nunamaker, 2003). Distance learners, who have limited face-to-face interaction opportunities, are organised into virtual teams to collaborate, solve problems, and conduct projects in much the same way as virtual teams in corporate organisations do. Apart from overcoming the barriers of space and time, virtual teams afford an environment conducive to peer-learning (Bailey & Luetkehans, 1998). Although the dynamics of traditional face-to-face teams in the educational setting has been well studied (Slavin, 1989), the use of virtual teams raises new issues in relation to how the physical, temporal, and social separation of students affects the learning process. This article reports on the experiences of using virtual teams in an online university.
Promoting Participation in Communities of Practice
Authors: Green Carolyn W. , Hurley Tracy A.
Published: May 2011

One of the emerging themes in recent organization theory and strategic management research has been the central role that knowledge plays in organizational performance. Grant (2001), for example, looks at the advantages of a knowledge-based perspective in organization theory, focusing on knowledge as the critical resource in the production of goods and services. Similarly, Teece (2001) notes an “increasing recognition that the competitive advantage of firms depends on their ability to create, transfer, utilize and protect difficult to imitate knowledge assets” (p. 125). Nonaka, Toyama, and Konno (2001) claim that continuously creating knowledge is the reason for a firm’s existence, noting widespread acceptance of the view that the ability to create and utilize knowledge is the most important source of a firm’s sustainable competitive advantage. More recently, Simsek (2003), taking a knowledge-based view of the firm, has argued that firms with superior knowledge systems are better able to identify, take advantage of, and create information asymmetries in their competitive environments. Simsek’s study found that knowledge-based capabilities were associated with more entrepreneurial activity, which was in turn related to higher levels of firm performance. Interest in how knowledge affects organizational performance has also turned to a consideration of the role communities of practice play in increasing the knowledge-based capabilities of organizations. Brown and Duguid (2001), exploring contradictions associated with the tendency for knowledge to leak across organizational boundaries, focus on practice as the key to understanding the communities that connect professionals in their shared development of knowledge. They note: ...what individuals learn always and inevitably reflects the social context in which they learn it and in which they put it into practice. When learning a job is at issue, this context usually includes the firm as a whole, immediate colleagues, and the relevant discipline or profession (as well as idiosyncratic external social forces bearing on each individual). (p. 200)
Social Network Analysis and Communities of Practice
Authors: Asimakopoulos Dimitris , Yan Jie
Published: May 2011

Social network analysis (Scott, 2000; Wasserman & Faust, 1994) is a relatively new theory and methodology that has found wide application in social science research. In the early 2000s, an increasing number of scholars have been interested in computerized Social Network Analysis (SNA) and have adopted social network theory and techniques to study communities of practice (CoPs). In this article, the authors introduce SNA from a historical perspective, compare SNA with non-network theories and methods, and introduce popular SNA software packages. With reference to recent empirical research, the authors discuss several areas in which SNA has been applied to CoP research.
Social Philosophy, Communities, and the Epistemic Shifts
Authors: Nobre Angela Lacerda
Published: May 2011

It is critical to distinguish between mainstream traditional management theory and the myriad of complementary approaches that have contributed to the development of alternative approaches to organisational and management theory. The dominant stream of management theory is still largely influenced by the command and control paradigm developed over a century ago by early theorists such as Weber, Taylor, and Fayol. Though the control paradigm today is closely connected to a technocratic and functionalistic perspective of management science, there is a growing awareness of the dangers of assuming a reductive and limited view of organisational complexity. In other words, it is important to recognise the role of bureaucratic, functional, and procedural-like aspects of organisational life, though it is critical to complement these perspectives with richer and more human-centred interpretations of organisational reality. This critical role is performed by, among others, communities of practice theory (Lave & Wenger, 1991; Wenger, 1999; Wenger, McDermott & Snyder, 2002; Brown & Duguid, 1991). In order to better understand the developments in terms of management thinking, it is relevant to revise the sequence of the different schools of thought that influenced the social sciences throughout the 20th century.
Sociotechnical Theory and Communities of Practice
Authors: Wenn Andrew
Published: May 2011

Communities of practice (CoPs), by their nature, are social entities. Such communities may be large or small, geographically dispersed or located within a confined region. Essentially, communities of practice consist of members who chose to come together because they have a passionate dedication to sharing knowledge and a desire to develop their own and other’s capabilities (Wenger & Snyder, 2000). No matter what type of CoP (collocated or virtual; intra or interorganizational) communication is one of the prime desiderata. Thus, it is highly likely that technology of some form will be involved. For instance, a virtual community of practice may use e-mail or a more sophisticated groupware application to keep in touch. CoPs within a knowledge management environment will certainly have access to technology. To understand the workings of such communities requires a theory that enables us to deal at the levels of the individual, the group, and the larger world in which the community is embedded (Lave, 1988). Any such theory must be able to account for the role of technology within the community as well as its social aspects.
Transfer of Information and Knowledge in the Project Management
Authors: Kisielnicki Jerzy
Published: May 2011

Success and failure in information technology (IT) projects depend on many factors. Based on the analysis of literature as well as the author’s research and experience, we can build a working hypothesis of a significant influence of the communication system on a final project outcome in the context of: • Communication between the project team and the outside world (users, suppliers, other project teams, etc.) • Communication within a project team In project management literature, communication occupies a significant position (Candle & Yeates, 2003; Maylor, 2003). Most research projects, however, are focused on the analysis of communication between the project team and the outside world while communication within the project team seems to take a second place. From the literature dealing with building effective project teams, research carried out by Mullins (2001) deserves a closer look. Mullins researched the key contradiction within a project team; he discovered that project leaders demand from their team members the willingness to compromise and subordinate while at the same time they promote individualism and want to foster creativity. Chaffe (2001), on the other hand, concluded that most people during their professional career lose both their creativity and individualism and prefer to conform to the existing standards. This is the very reason why some leaders prefer to build their teams from young people knowing that they lack experience. By doing that, they realize they increase the risk of not achieving their goals. Therefore, the IT leaders need to combine these conflicting trends and build the project team to ensure the overall success of the project. Adair (1999) indicates three criteria that need to be taken into consideration when evaluating potential team members: competence, motivation, and personal traits. The subject of this article is to prove the hypothesis that the communication system within the team significantly influences the its effectiveness. The key question that needs to be answered is: what conditions does the project leader need to create in order to maximize the positive and minimize the negative effects of teamwork? While at first glance this hypothesis might seem obvious, detailed analysis does not lead to decisive conclusions. While executing the project, teams could use different communication methods to both define the project tasks as well as evaluate results. The effectiveness of various communication methods can be very different; therefore, we want to prove the hypothesis that:
Trust in Virtual Teams
Authors: Lettl Christopher , Zboralski Katja , Gemunden Hans Georg
Published: May 2011

In the past few decades, organizations have faced radical changes of their business environment. In order to meet the challenges of increasing global competition in a knowledge-based economy, traditional work forms have partly been replaced and complemented by more flexible organizational structures. Thereby, advances in information and communication technologies (ICTs) have created the means for interacting across boundaries both in space and time (Picot, Reichwald & Wigand, 2001; Townsend, DeMarie & Hendrickson, 1998). In this context, virtual teams have increasingly gained attention in theory and practice alike (Ahuja, Galetta & Carley, 2003; Kelley, 2001; Kirkman, Rosen, Gibson & Tesluk, 2002). This new organizational form aims to leverage advantages of the traditional team-based work structure while at the same time coping with the challenges of decentralization and geographical dispersion. Traditional co-located teams have been studied by researchers of many disciplines, such as sociology, psychology, and business studies. Thereby, each discipline has its own focus. Consequently, there is an abundance of theories and no common definition of the term team (Stock, 2004). Generally, a team in any organization can be defined as a social system of three or more people, whose members perceive themselves and are perceived by others as team members, and whose members collaborate on a common temporary task (Guzzo & Shea, 1992; Hackman, 1987; Hoegl & Gemuenden, 2001). Regarding virtual teams, this definition has to be extended by the issues of communication modes and location. Hence, in this article, a virtual team is defined as a social system characterized by context, identity, and common contemporary task, and whose members rarely meet in person, but rather communicate primarily through ICTs, as they are geographically dispersed (Lipnack & Stamps, 2000; Lurey & Raisinghani, 2001; Maznevski & Chudoba, 2000). With respect to the term trust, it has to be taken into account that this construct can be viewed from a rational or social perspective. While the rational perspective centers on the calculus of self-interest—for example, decrease in transaction cost due to less self-protecting actions—the social perspective centers on moral duty (Jarvenpaa, Knoll & Leidner, 1998). Taking an integrated view of both perspectives, the definition from Mayer, Davis, and Schoormann (1995) is adopted: The willingness of a party to be vulnerable to the actions of another party based on the expectation that the other will perform a particular action important to the trustor, irrespective of the ability to monitor or control that other party. (p. 712)
Using Emerging Technologies for Effective Pedagogy in Management Education
Authors: Hazari Sunil
Published: May 2011

The past decade has brought tremendous changes to higher education. Technology components that supplement teaching and learning are integrated into programs and courses in most universities. Tools, such as course management systems, portals, PDAs, wireless technology, and Web services are used to create virtual communities that provide an interactive platform for learning. Previous research (Alavi, 1994; Lake, 1998; Yip, 2004) has shown that technology-based instruction results in positive learning outcomes. Colleges and universities are trying to understand this phenomenon of digital education and restructure themselves to take advantage of emerging technologies so that students can be prepared to be leaders and managers, who not only realize the benefits of using collaborative tools in virtual space, but also have competencies in using these tools effectively. In addition, because emerging technologies make it possible to extend physical boundaries of a university, new markets could bring additional revenues and expand access to programs nationally as well as globally. Management education with its use of problem-based learning and case study approach has been a leading candidate for integrating technology tools for scholarship and research. Business schools have been under constant pressure to provide students the skills and experience needed to effectively use emerging technologies (Alavi, Wheeler & Valacich, 1995; Hildebrand, 1995) that are used by businesses to gain competitive advantage (Leidner & Jarvenpaa, 1993). Webster and Hackley (1997) have identified previous studies of business schools adopting computer mediated distance learning for business cases and simulations. A strong community of practice (CoP) is critical for building collaboration between faculty in universities that may be separated by space but connected using networks that can be leveraged to extend programs and provide faculty partnerships and foster student scholarship. CoP can foster the spirit of discussion and collaboration. Brown and Duguid (2000) have defined CoPs as groups of people who share a common vision or passion and work closely together within the context of a particular practice or field of study (Garrison, Hawes & Kanuka, 2003). CoP has also been defined as a group of people who share a common concern, set of problems, or interest in a topic, whose members come together to fulfill both personal and group goals. The main goals of a CoP are to generate knowledge, contribute to identification of effective practices, and definition of underlying principles. CoPs also help create common vocabularies and conceptual frameworks (NLII Virtual Communities, 2003). There are several tools that try to address virtual collaboration, but very few tools are used effectively. The purpose of this article is to look at three tools: portals, course management systems, and videoconferencing to explore how CoP can thrive by use of these tools.