More Like this

1. Enterprise Social Media Use in Classroom Team Project: A Mixed-Methods Exploration of the Effects of Affordances on Team Productivity and Use.

   Van Osch, W.; Cherchiglia, L.; Averkiadi, E.; Liang, Y. (July 2021, International Conference on Human-Computer Interaction)

   null (Ed.)

   This paper explores the adoption of a group-based Enterprise Social Media (ESM) tool (i.e., Microsoft Teams) in the context of a mid-sized undergraduate course in Information and Technology Management (ITM), thereby providing insights into the use and design of tools for group-based learning settings. The study used a mixed-methods approach—interviews, surveys, and server-side (i.e., objective) data—to investigate the effects of three core ESM affordances (i.e., editability, persistence, and visibility) on students’ perceptions of ESM functionality and efficiency, and in turn, on ESM-enabled perceived team productivity as well as the students’ level of system usage. Through leveraging a combination of qualitative and quantitative (both unobtrusive and self-reported) data, this paper aims to provide insights into the use of ESMs in group-based classrooms which is a theme of great importance given the need for high-quality online education experiences, especially during the current pandemic. 

   more » « less
2. Investigating Linguistic Indicators of Generative Content in Enterprise Social Media.

   https://doi.org/10.1007/978-3-030-50341-3_23  

   Averkiadi, Elissavet; Van Osch, Wietske; Liang, Yuyang (January 2020, In International Conference on Human-Computer Interaction)

   null (Ed.)

   Teamwork is at the heart of most organizations today. Given increased pressures for organizations to be flexible, and adaptable, teams are organizing in novel ways, using novel technologies to be increasingly agile. One of these technologies that are increasingly used by distributed teams is Enterprise Social Media (ESM): web-based applications utilized by organizations for enabling communication and collaboration between distributed employees. ESM feature unique affordances that facilitate collaboration, including interactions that are generative: group conversations that entail the creation of innovative concepts and resolutions. These types of interactions are an important attraction for companies deciding to implement ESM. There is a unique opportunity offered for researchers in the field of HCI to study such generative interactions, as all contributions to an ESM platform are made visible, and therefore are available for analysis. Our goal in this preliminary study is to understand the nature of group generative interactions through their linguistic indicators. In this study, we utilize data from an ESM platform used by a multinational organization. Using a 1% sub sample of all logged group interactions, we apply machine-learning to classify text as generative or non-generative and extract the linguistic antecedents for the classified generative content. Our results show a promising method for investigating the linguistic indicators of generative content and provide a proof of concept for investigating group interactions in unobtrusive ways. Additionally, our results would also be able to provide an analytics tool for managers to measure the extent to which text-based tools, such as ESM, effectively nudge employees towards generative behaviors. 

   more » « less
3. Composing Team Compositions: An Examination of Instructors’ Current Algorithmic Team Formation Practices

   Emily M. Hastings, Vidushi Ojha (October 2023, Proceedings of the ACM on Human-Computer Interaction)

   Jeff Nichols (Ed.)

   Instructors using algorithmic team formation tools must decide which criteria (e.g., skills, demographics, etc.) to use to group students into teams based on their teamwork goals, and have many possible sources from which to draw these configurations (e.g., the literature, other faculty, their students, etc.). However, tools offer considerable flexibility and selecting ineffective configurations can lead to teams that do not collaborate successfully. Due to such tools’ relative novelty, there is currently little knowledge of how instructors choose which of these sources to utilize, how they relate different criteria to their goals for the planned teamwork, or how they determine if their configuration or the generated teams are successful. To close this gap, we conducted a survey (N=77) and interview (N=21) study of instructors using CATME Team-Maker and other criteria-based processes to investigate instructors’ goals and decisions when using team formation tools. The results showed that instructors prioritized students learning to work with diverse teammates and performed “sanity checks” on their formation approach’s output to ensure that the generated teams would support this goal, especially focusing on criteria like gender and race. However, they sometimes struggled to relate their educational goals to specific settings in the tool. In general, they also did not solicit any input from students when configuring the tool, despite acknowledging that this information might be useful. By opening the “black box” of the algorithm to students, more learner-centered approaches to forming teams could therefore be a promising way to provide more support to instructors configuring algorithmic tools while at the same time supporting student agency and learning about teamwork. 

   more » « less
4. A Reflection on Action Approach to Teamwork Facilitation

   Jaiswal, A.; Patel, D.; Zhu, Y.; Lee, J.; & Magana, A.J. (January 2022, ASEE annual conference exposition proceedings)

   Working in teams has been recognized as an essential 21st-century skill. Introducing teamwork in the undergraduate classroom is crucial as it allows the students to work with individuals with diverse skillsets and learn from one another. It is important to note that just creating a team and allowing the students to work does not foster teamwork skills. Inculcating teamwork skills requires a consciousness on the part of the instructor and the teaching assistants. Pedagogies such as cooperative learning have been recognized as effective in helping students develop teamwork skills. We introduced a joint reflection on action approach to developing teamwork skills among novice students as part of a sophomore-level systems analysis and design course. In this evidence-based practice paper, we report on students’ reflections regarding their perceptions of teamwork. This study approaches the following research questions: What are students' reflections about the role of communication while working in teams in a cooperative project-based learning environment? The guiding pedagogical framework for this course is cooperative learning. The course requires the students to work in teams in a semester-long software development project. To elicit reflection on action about their teamwork experience. Specifically, we exposed students to concrete experiences as part of their teamwork interactions, which became the basis for observations and reflections. For this, the semester-long project was complemented with one reflection-on-action activity. In the activity, students were asked to watch a video of secrets of successful teamwork and were asked to reflect on their perceptions about the role of communication within teams. The students’ reflections on the activity were analyzed using qualitative inductive thematic analysis to understand the students’ perceptions regarding teamwork and communication within teams. 

   more » « less
5. A Reflection on Action Approach to Teamwork Facilitation

   Jaiswal, A.; Patel, D.; Zhu, Y.; Lee, J.; Magana, A.J. (January 2022, Proceedings ASEE annual conference)

   Working in teams has been recognized as an essential 21st-century skill. Introducing teamwork in the undergraduate classroom is crucial as it allows the students to work with individuals with diverse skillsets and learn from one another. It is important to note that just creating a team and allowing the students to work does not foster teamwork skills. Inculcating teamwork skills requires a consciousness on the part of the instructor and the teaching assistants. Pedagogies such as cooperative learning have been recognized as effective in helping students develop teamwork skills. We introduced a joint reflection on action approach to developing teamwork skills among novice students as part of a sophomore-level systems analysis and design course. In this evidence-based practice paper, we report on students’ reflections regarding their perceptions of teamwork. This study approaches the following research questions: What are students' reflections about the role of communication while working in teams in a cooperative project-based learning environment? The guiding pedagogical framework for this course is cooperative learning. The course requires the students to work in teams in a semester-long software development project. To elicit reflection on action about their teamwork experience. Specifically, we exposed students to concrete experiences as part of their teamwork interactions, which became the basis for observations and reflections. For this, the semester-long project was complemented with one reflection-on-action activity. In the activity, students were asked to watch a video of secrets of successful teamwork and were asked to reflect on their perceptions about the role of communication within teams. The students’ reflections on the activity were analyzed using qualitative inductive thematic analysis to understand the students’ perceptions regarding teamwork and communication within teams. 

   more » « less