Millions of educational videos available on YouTube offer unprecedented opportunities for online learning. As it invites open-ended and self-paced exploration of almost any topic, YouTube has emerged as an important platform for informal online learning that occurs outside the formal classroom. A considerable number of studies have been directed toward YouTube educational videos. However, research on learner engagement with YouTube educational videos is limited, despite the central role of engagement in learning and the increasing popularity of YouTube videos in informal online learning. This paper addresses this research gap. We adopt the conceptualization that learner engagement has three dimensions – behavioral, emotional, and cognitive - and investigate how the features of segmenting, signaling, and weeding (SSW), the three multimedia learning principles, in YouTube educational video presentations collectively affect learner engagement in informal online learning. Our analysis shows that different SSW features have various associations with the three dimensions of learner engagement. These findings substantiate the empirical knowledge of learner engagement with YouTube educational videos. Our study corroborates extant video engagement research and extends its relevance to informal learning on social media. It also informs video designers and developers on adding video presentation features to optimize video engagement on social media.
{"title":"Learner Engagement with YouTube Videos in Informal Online Learning: An Investigation of the Effects of Segmenting, Signaling, and Weeding","authors":"Zixing Shen","doi":"10.17705/1cais.05314","DOIUrl":"https://doi.org/10.17705/1cais.05314","url":null,"abstract":"Millions of educational videos available on YouTube offer unprecedented opportunities for online learning. As it invites open-ended and self-paced exploration of almost any topic, YouTube has emerged as an important platform for informal online learning that occurs outside the formal classroom. A considerable number of studies have been directed toward YouTube educational videos. However, research on learner engagement with YouTube educational videos is limited, despite the central role of engagement in learning and the increasing popularity of YouTube videos in informal online learning. This paper addresses this research gap. We adopt the conceptualization that learner engagement has three dimensions – behavioral, emotional, and cognitive - and investigate how the features of segmenting, signaling, and weeding (SSW), the three multimedia learning principles, in YouTube educational video presentations collectively affect learner engagement in informal online learning. Our analysis shows that different SSW features have various associations with the three dimensions of learner engagement. These findings substantiate the empirical knowledge of learner engagement with YouTube educational videos. Our study corroborates extant video engagement research and extends its relevance to informal learning on social media. It also informs video designers and developers on adding video presentation features to optimize video engagement on social media.","PeriodicalId":47724,"journal":{"name":"Communications of the Association for Information Systems","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135008593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic brought unprecedented challenges and changes to higher education. More than 100 countries went into lockdown, severely affecting education systems worldwide. There was an expectation that higher education institutes would “find solutions” — and fast. Many questions arose concerning the role of online courses, technology-mediated learning resources, and the long-term effects of the pandemic on students, faculty, and institutions. Information systems educators from Southern Africa came together at the 51st Annual Conference of the Southern African Computer Lecturers’ Association (SACLA 2022). The panel reported on here was part of that conference and brought together information systems educators from three countries, South Africa, Mexico, and the United States to share their experiences and reflections regarding the effects of the COVID-19 transition and its aftermath. A wide-ranging discussion ensued, that ran the gamut from micro-level individual experiences to macro-level effects and challenges. These perspectives cover “big picture” challenges and observations, inclusion and exclusion considerations, threats and opportunities, and two reports of experiences and the resulting modifications in COVID-19 classrooms. This panel report also focused on the lessons learned from the conference attendees' discussion and suggested a possible future research agenda.
{"title":"Lessons Learnt from Online Teaching and Beyond: What now? Three Countries Speak","authors":"Adriana Aletta Steyn, Craig Van Slyke, Geoff Dick, Guillermo Rodríguez-Abitia, Hossana Twinomurinzi","doi":"10.17705/1cais.05329","DOIUrl":"https://doi.org/10.17705/1cais.05329","url":null,"abstract":"The COVID-19 pandemic brought unprecedented challenges and changes to higher education. More than 100 countries went into lockdown, severely affecting education systems worldwide. There was an expectation that higher education institutes would “find solutions” — and fast. Many questions arose concerning the role of online courses, technology-mediated learning resources, and the long-term effects of the pandemic on students, faculty, and institutions. Information systems educators from Southern Africa came together at the 51st Annual Conference of the Southern African Computer Lecturers’ Association (SACLA 2022). The panel reported on here was part of that conference and brought together information systems educators from three countries, South Africa, Mexico, and the United States to share their experiences and reflections regarding the effects of the COVID-19 transition and its aftermath. A wide-ranging discussion ensued, that ran the gamut from micro-level individual experiences to macro-level effects and challenges. These perspectives cover “big picture” challenges and observations, inclusion and exclusion considerations, threats and opportunities, and two reports of experiences and the resulting modifications in COVID-19 classrooms. This panel report also focused on the lessons learned from the conference attendees' discussion and suggested a possible future research agenda.","PeriodicalId":47724,"journal":{"name":"Communications of the Association for Information Systems","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135667649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study focuses on collaboration among team members in educational escape rooms in higher education. The objective of this study was to understand how collective mindfulness and less mindful behavior unfold in physical and digital game-based learning. The video data were collected from three different courses comprising 107 students on 28 teams, totaling more than 16 hours of material. The qualitative analysis revealed both collectively mindful and less mindful behaviors in team interactions. This paper contributes to collective mindfulness literature in understanding team collaboration by observing that mindfulness may be relative depending on the observation perspective. It also presents factors that affect member equality in both digital and physical escape rooms. Lastly, a nuanced description of how team collaboration occurred in a short-term problem-solving situation is developed.
{"title":"Relativity of Mindfulness: Team Collaboration in Digital and Physical Educational Escape Rooms","authors":"Jonna Järveläinen","doi":"10.17705/1cais.05316","DOIUrl":"https://doi.org/10.17705/1cais.05316","url":null,"abstract":"This study focuses on collaboration among team members in educational escape rooms in higher education. The objective of this study was to understand how collective mindfulness and less mindful behavior unfold in physical and digital game-based learning. The video data were collected from three different courses comprising 107 students on 28 teams, totaling more than 16 hours of material. The qualitative analysis revealed both collectively mindful and less mindful behaviors in team interactions. This paper contributes to collective mindfulness literature in understanding team collaboration by observing that mindfulness may be relative depending on the observation perspective. It also presents factors that affect member equality in both digital and physical escape rooms. Lastly, a nuanced description of how team collaboration occurred in a short-term problem-solving situation is developed.","PeriodicalId":47724,"journal":{"name":"Communications of the Association for Information Systems","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135105716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Comments on Evermann and Rönkkö (2023): Recent Developments in PLS","authors":"Dale L. Goodhue, Will Lewis, Ron Thompson","doi":"10.17705/1cais.05235","DOIUrl":"https://doi.org/10.17705/1cais.05235","url":null,"abstract":"","PeriodicalId":47724,"journal":{"name":"Communications of the Association for Information Systems","volume":"228 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135686453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aleksi Aaltonen, Cristina Alaimo, Elena Parmiggiani, Marta Stelmaszak, Sirkka L. Jarvenpaa, Jannis Kallinikos, Eric Monteiro
Data are the building blocks of the ongoing digital revolution, yet there are still many unresolved questions regarding their role in the study of information systems (IS), management, and innovation. As data become increasingly pervasive elements of socio-economic life, we ask whether IS needs to expand the ways in which it conceptualizes data and their role in business and society. This panel report summarizes discussions that took place in the inaugural workshop on data research. The workshop asked what is missing from research on data in IS from four well-known scholars whose work touches upon the topic in different ways. Three main themes emerged from the speakers’ statements that were further discussed by the workshop participants: 1) the need to go beyond traditional ways of conceiving data, 2) the need to investigate the relationship between data and meaning, and 3) the need to study new data management and governance approaches. We present these research themes and connect them with future research directions.
{"title":"What is Missing from Research on Data in Information Systems? Insights from the Inaugural Workshop on Data Research","authors":"Aleksi Aaltonen, Cristina Alaimo, Elena Parmiggiani, Marta Stelmaszak, Sirkka L. Jarvenpaa, Jannis Kallinikos, Eric Monteiro","doi":"10.17705/1cais.05320","DOIUrl":"https://doi.org/10.17705/1cais.05320","url":null,"abstract":"Data are the building blocks of the ongoing digital revolution, yet there are still many unresolved questions regarding their role in the study of information systems (IS), management, and innovation. As data become increasingly pervasive elements of socio-economic life, we ask whether IS needs to expand the ways in which it conceptualizes data and their role in business and society. This panel report summarizes discussions that took place in the inaugural workshop on data research. The workshop asked what is missing from research on data in IS from four well-known scholars whose work touches upon the topic in different ways. Three main themes emerged from the speakers’ statements that were further discussed by the workshop participants: 1) the need to go beyond traditional ways of conceiving data, 2) the need to investigate the relationship between data and meaning, and 3) the need to study new data management and governance approaches. We present these research themes and connect them with future research directions.","PeriodicalId":47724,"journal":{"name":"Communications of the Association for Information Systems","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135213141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Noel Carroll, Kieran Conboy, Nik Rushdi Hassan, Thomas Hess, Iris Junglas, Lorraine Morgan
In an era of heightened uncertainty and urgency around disruption, digital transformation has become a global priority on leadership agendas and garnered the attention of researchers across the Information Systems (IS) field. However, the ongoing acceleration of digital technologies not only poses great opportunities but also major challenges for organizations that use digital transformation as a means to survive. Yet, literature on how to successfully implement, manage, and sustain digital transformations that possibly change an organization’s business model, along with its product offering, structure, and culture, is often vague and hence various assumptions can go unexamined. This panel report aggregates insights from an author development workshop on “Managing and Sustaining Digital Transformations” and provides different perspectives from six experts. Specifically, it adopts the problematization method to discuss ten commonly held assumptions regarding digital transformation and presents a research roadmap to guide digital transformation research in the future.
{"title":"Problematizing Assumptions on Digital Transformation Research in the Information Systems Field","authors":"Noel Carroll, Kieran Conboy, Nik Rushdi Hassan, Thomas Hess, Iris Junglas, Lorraine Morgan","doi":"10.17705/1cais.05322","DOIUrl":"https://doi.org/10.17705/1cais.05322","url":null,"abstract":"In an era of heightened uncertainty and urgency around disruption, digital transformation has become a global priority on leadership agendas and garnered the attention of researchers across the Information Systems (IS) field. However, the ongoing acceleration of digital technologies not only poses great opportunities but also major challenges for organizations that use digital transformation as a means to survive. Yet, literature on how to successfully implement, manage, and sustain digital transformations that possibly change an organization’s business model, along with its product offering, structure, and culture, is often vague and hence various assumptions can go unexamined. This panel report aggregates insights from an author development workshop on “Managing and Sustaining Digital Transformations” and provides different perspectives from six experts. Specifically, it adopts the problematization method to discuss ten commonly held assumptions regarding digital transformation and presents a research roadmap to guide digital transformation research in the future.","PeriodicalId":47724,"journal":{"name":"Communications of the Association for Information Systems","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135311322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
COVID-19 accelerated the digital transformation in education worldwide. Within a short time frame of several weeks, a full digital transformation took place. In the meantime, however, the trend of this rapid digital transformation seems to be reverting and rolling back to face-to-face teaching and traditional teaching methods. In this article, we aim to show that digital teaching approaches cannot be exclusive to online teaching but should be considered important even after returning to face-to-face teaching. In particular, we focus on improving feedback in large-scale educational settings. We observe that providing and receiving appropriate feedback on learning and teaching activities is challenging independent of the specific teaching setting (in-class or online). This is particularly problematic because feedback is essential in the learning processes. To address this, we combine the concepts of learning analytics and gamification to design a lecture game app that can be used (1) to motivate students to participate in formative assessments, (2) to collect learning-related data, and (3) to analyze this data to provide instant feedback. After integrating the lecture game in different settings, we conclude that digital tools can be useful independent of the specific learning setting.
{"title":"Play to get Instant Feedback – Using Game-Based Apps to Overcome the Feedback Gap in Lectures and Online Teaching","authors":"Sebastian Hobert, Florian Berens","doi":"10.17705/1cais.05321","DOIUrl":"https://doi.org/10.17705/1cais.05321","url":null,"abstract":"COVID-19 accelerated the digital transformation in education worldwide. Within a short time frame of several weeks, a full digital transformation took place. In the meantime, however, the trend of this rapid digital transformation seems to be reverting and rolling back to face-to-face teaching and traditional teaching methods. In this article, we aim to show that digital teaching approaches cannot be exclusive to online teaching but should be considered important even after returning to face-to-face teaching. In particular, we focus on improving feedback in large-scale educational settings. We observe that providing and receiving appropriate feedback on learning and teaching activities is challenging independent of the specific teaching setting (in-class or online). This is particularly problematic because feedback is essential in the learning processes. To address this, we combine the concepts of learning analytics and gamification to design a lecture game app that can be used (1) to motivate students to participate in formative assessments, (2) to collect learning-related data, and (3) to analyze this data to provide instant feedback. After integrating the lecture game in different settings, we conclude that digital tools can be useful independent of the specific learning setting.","PeriodicalId":47724,"journal":{"name":"Communications of the Association for Information Systems","volume":"175 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135313121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While access and adoption issues related to online health management tools (OHMT) have been studied in healthcare contexts, questions remain about whether and how their use impacts patients’ perceptions of healthcare. Drawing on technology affordance and media synchronicity frameworks, we explore how the existence of multiple chronic conditions (MCC) and differences in usage patterns due to a patient’s generation impact these relationships. Utilizing HINTS data, this study provides empirical support for a positive relationship between the utilization of electronic personal health records (e-PHRs) and healthcare quality perceptions, albeit with a caveat that patients with greater healthcare needs as well as millennial and younger generations do not seem to enjoy the same benefits from increased use of e-PHRs. Furthermore, asynchronous patient-provider electronic communication is yet to achieve positive perceptions of better healthcare quality for most users. This research bears implications for the personalization and customization of OHMT to account for variations in patient’s healthcare needs and usage patterns.
{"title":"Impact of Using Online Health Management Tools on Patient Perception of Healthcare Quality: A Multiple Chronic Conditions and Generational Perspective","authors":"Kaushik Ghosh, Amit Deokar, Sagnika Sen","doi":"10.17705/1cais.05250","DOIUrl":"https://doi.org/10.17705/1cais.05250","url":null,"abstract":"While access and adoption issues related to online health management tools (OHMT) have been studied in healthcare contexts, questions remain about whether and how their use impacts patients’ perceptions of healthcare. Drawing on technology affordance and media synchronicity frameworks, we explore how the existence of multiple chronic conditions (MCC) and differences in usage patterns due to a patient’s generation impact these relationships. Utilizing HINTS data, this study provides empirical support for a positive relationship between the utilization of electronic personal health records (e-PHRs) and healthcare quality perceptions, albeit with a caveat that patients with greater healthcare needs as well as millennial and younger generations do not seem to enjoy the same benefits from increased use of e-PHRs. Furthermore, asynchronous patient-provider electronic communication is yet to achieve positive perceptions of better healthcare quality for most users. This research bears implications for the personalization and customization of OHMT to account for variations in patient’s healthcare needs and usage patterns.","PeriodicalId":47724,"journal":{"name":"Communications of the Association for Information Systems","volume":"259 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136138006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jose Ortiz, Amber Grace Young, Michael D. Myers, Rudolph T. Bedeley, Donal Carbaugh, Hameed Chughtai, Elizabeth J. Davidson, Jordana J. George, J. Gogan, Steven R. Gordon, Eean Grimshaw, D. Leidner, Margaret Pulver, Ariel D. Wigdor
{"title":"ICT-enabled Refugee Integration: A Research Agenda","authors":"Jose Ortiz, Amber Grace Young, Michael D. Myers, Rudolph T. Bedeley, Donal Carbaugh, Hameed Chughtai, Elizabeth J. Davidson, Jordana J. George, J. Gogan, Steven R. Gordon, Eean Grimshaw, D. Leidner, Margaret Pulver, Ariel D. Wigdor","doi":"10.17705/1CAIS.04502","DOIUrl":"https://doi.org/10.17705/1CAIS.04502","url":null,"abstract":"","PeriodicalId":47724,"journal":{"name":"Communications of the Association for Information Systems","volume":"48 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78303967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Reminiscences and Reflections on my Retirement: Ten Takeaways that Worked for Me","authors":"Avison David","doi":"10.17705/1cais.04417","DOIUrl":"https://doi.org/10.17705/1cais.04417","url":null,"abstract":"","PeriodicalId":47724,"journal":{"name":"Communications of the Association for Information Systems","volume":"47 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79332768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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