Collaborative and Networked Management Learning

8/3/2019 Collaborative and Networked Management Learning

1/11

Collaborative and NetworkedManagement LearningShort ReportThis report describes the logic behind networked management learning systemsand the technological challenges for future development.

2011

M. Haseeb Minhas7/31/2011

M.HaseebMinhas

Digitally signed by MHaseeb MinhasDN: cn=M. HaseebMinhas,o=www.haseebminhacom, ou,[email protected], c=CADate: 2011.12.1514:37:35 -05'00'


2/11

Executive Summary

This report describes the logic behind networked management learning systems and the

technological challenges for future development. It is concluded that the current learning model

needs to be revised in order for networked management systems to be used efficiently. So far

very little research has been done that solely focuses on such system. The ADDURI framework

is briefly described along with a popular application Cloudworks based on this framework.


3/11

Introduction

Today there is a demand on information systems to provide a new paradigm for learning

that expands opportunities, facilitates effective delivery of content, better communication within

a collaborative environment and integration with diverse set of technologies. As a result the use

of collaborative and network based learning is becoming common. Recently many educational

institutions have developed learning tools that combine various forms of media of which web-

based learning management systems are widely used ie. WebCT, Blackboard, and Desire2Learn.

In order to full understand the concept, it is important to define the analogies that make up the

term Collaborative and Networked Management Learning.Collaborative Learning is a form of teaching where students work together to reach a

consensus by completing group tasks, projects or by negotiating (McAlpine, 2000). It is

important to differentiate collaborative learning from cooperative learning. Cooperative learning

is basically the summation of each individuals work into a project whereas collaborative is the

mutual engagement of the students in the learning process. The emphasis is on differences in

knowledge and skills that are used to negotiate a common understanding. This focus ensures that

the teachers role is minimized and that sharing knowledge and expertise will build a vibrant

learning community (Slavin, 1995).

Collaborative form of instructional method has led to applications where computer

networked management learning models are required. Hodgson and Watland describe this best

as:

By networking management learning we mean learning by managers that is supported by

information and communication technologies used to connect learners with, in particular, other


4/11

people (learners, teachers/tutors, mentors, librarians, technical assistants etc.) as well as to

learning resources and information of various kinds and types (Hodgson and Watland, 2004).

Influence of Information Systems and its Challenges

With the rapid advancement in information and communication technologies (ICT), it is

apparent that the traditional form of learning is not effective in sharing knowledge, experience

and learning resources. There is also an increased demand on the education sector to support

more students and provide ongoing education for workers. Carr & Dhariwal (2003) claims that

experienced managers in the workforce environments have low technology skills and

underestimate their future needs. To decrease this gab collaborative practices which providemore appropriate coaching, mentoring, and team-building exercises plus hosted technologies will

foster such improvements. The simultaneous growing demand for education and the pace of

ICT has therefore played a major influence in the shift towards networked management learning

due to its ability to erase boundaries by distance learning, improved forms of interactivity and

integration of various learning resources.

However, it is necessary to consider the challenges presented by the demands of

geographical and cultural distribution as well as individual student characteristics in creating

such systems. Designers and developers must overcome poor technical infrastructure, technical

inconsistencies and limits in network performance by carefully planning and using a transparent

systematic approach to render a virtual learning environment of the real campus. (Hatzipanagos,

2001). With this in view, the development process requires multidisciplinary knowledge in

information systems that can be characterized under the following three roles:


5/11

User Objects & Participation

Students and instructors are the primary participants in the networked learning

environment (Piccoli et al., 2001). At the moment there is no established pattern between a

students age, gender, marks and usage of networked management learning (Parnell and

Carraher, 2003). However in a 1997 study by Atkinson and Kydd, technology experience is

directly linked to course satisfaction and therefore interaction with the course material is more

frequently at longer periods. (Atkinson and Kydd, 1997). Students also have an expectation of

the course being in session at all times and therefore rely on realtime communication to ask

questions or provide their feedback. Hence the instructors role is elevated to be able to controleach medium to support the collaborative growth by having an increased presence, encouraging

involvement in electronic discussions and interacting with students directly. This further

emphasizes that the success of networked management learning is dependant on increased effort

from instructors than traditional teaching approaches.

Instructional Design Framework

The networked learning framework has two main goals:

1) Transmitting resources and learning content

2) Supporting communication with all user roles.

Information systems have replaced traditional printed materials with electronic versions

of dynamic information display online, tutorials and animations that include power point, audio,

video and other multimedia. Transmitting the various forms of content needs to be controlled

based on network availability, security and compatibility. Communication technologies that

range from e-mails, collaborative software to asynchronous learning networks can facilitate this

transmission and distribution as well as interaction between the different user roles. Research has


6/11

shown that the instructor-student interaction is vital to influence student-student interaction.

(Marks et al., 2005) As a result this interaction promotes effective learning by allowing students

to evaluate their progress, controlling their instructional needs and learning activities. However,

for this to work the framework needs to have a specific structure and guideline for all users to

fluently manage the group process and communication policies within its algorithm. (Leung and

Li, 2004).

Various studies have compared the learning effectiveness through the use of specific

technologies. Alavi et al., 2002 study concluded that the use of simple e-mails was effective in

comparison to the use of group support systems. Students using e-mails were primarily attentiveto the learning tasks while the other group focused more on using the technology. However, in

another study it was noted that group support systems influence more ideas and better feedback.

(Kwok et al., 2002). Therefore the learning framework must balance the instructional design and

technology.

Supporting the Learning Process

The learning process is dependent on user behaviour, motivation and interest in material.

Information Systems can influence this directly by assisting information processing through

activities that involve searching, scanning, filtering, transformation and comparison. (Alavi and

Leidner, 2001) Research has proved that social networks, forums, online quiz, commenting

sections and other forms of learning activities help increase user participation between

individuals and groups which is vital to support the growth of a networked learning model.

(Benbunan-Fich and Hiltz, 2003). However it is important to understand that social practices

evolve over time and therefore such systems should be flexible enough to support that change.


7/11

Research and Application

Translate traditional teaching practices to successful networked management learning

systems without considering the contributions and mechanisms already developed is difficult.

The most well known integration of instructional design and information systems is based on the

ADDURI (Analyse, Design, Develop, Use, Review, Improve) framework. This is a generic

model composed of six phases that offers a flexible medium for networked management learning

independent of teaching methodologies. (Valkanos, et al., 2005) This process oriented model is

similar to the software development life cycle, each phase is a process itself consisting of sub-

tasks that link to the next phase in the cycle. The aim of the analysis phase is to obtain anunderstanding of all participants needs, requirements and existing skills. The focus is also on

analysing course content and its suitability with the various forms of delivery. The design

phase is meant to meet the various learning objectives that include mode of interaction, activities,

content, assessment etc.. The next development phase is utilized to create and test the learning

material itself. This material is then distributed under the various security context to all

participants involved as part of the use phase. Each users input and data from their activities is

recorded and analyzed. The review phase determines the efficiency of the system in terms of

performance and it effectiveness in achieving the learning goal based on a rubric with set criteria.

Lastly the improve phase utilizes the user feedback to improve the infrastructure, content

quality and system performance.

These six phases within the ADDURI framework provide the flexibility to allow various

learning techniques and tools. Therefore, this model places equal importance on all aspects of

planning, management, developing and assessing networked learning systems.


8/11

Cloudworks (http://cloudworks.ac.uk) is an impressive example of a collaborative and

networked learning system that utilizes a social network to share and discuss ideas and designs.

Social objects are refered to as clouds that could represent an idea, discussion topic or any

other learning resource. The learning content is transmitted through a variety of mediums that

includes interviews, focus groups, workshops, observations and web statistics. The interaction,

communication and involvement is based on user-focused mixed method approach. Users can

showcase their work and projects as well as receive or share advice on current projects. The site

does not bind the user to a specified tool for learning activities rather it allows the use of a

variety of different tools for designing learning activities in different contexts and at differentstages of the design process. (e.g. CompendiumLD maps, LAMS sequences, text-based formats

etc.) (Cloudworks, 2003)

Conclusion

At the current stage more research is required to resolve the issues and challenges

associated with implementing a networked management learning system due to many linked

components, choice and different approaches. Collaborative learning itself is dynamic and

requires infrastructure to support the interaction between the different user roles that is not

limited to only providing the multiple channels of communication rather it should also set a

structure, policy and guideline for such interaction and group activities. Intelligent systems are

required to support simultaneous collaboration amongst multiple teams in different time zones

and locations. The elevated role of the instructor cannot be met without the use of computerized

coaches. Understanding and virtualizing the various social and learning dynamics is also

fundamental to improving collaborative learning in a networked management learning

environment.


9/11

New technologies and collaborative learning techniques will continue to fuel the

advancement in networked learning and challenge the forms of traditional learning. With the

factors and issues discussed collaborative and networked management leaving can be very

beneficial.


10/11

References

Alavi, M., and Leidner, D.E. (2001). "Research commentary: Technology-mediated learning-?call for greater depth and Breadth of research," Information Systems Research. Vol. 12,No. 1, pp. 1-10.

Alavi, M., Marakas, G. M., and Yoo, Y. (2002). "A comparative study of distributed learningenvironments on learning outcomes," Information Systems Research. Vol.13, No.4, pp.404-415.

Atkinson, M., and Kydd, C. (1997). "Individual characteristics associated with World Wide Webuse: An empirical study of playfulness and motivation," Data Base for Advances inInformation Systems. Vol. 28, No.2, pp. 53-62.

Benbunan-Fich, R., and Hiltz, S. R. (2003). "Mediators of the effectiveness of online courses,"IEEE Transactions on Professional Communication. Vol. 46, No. 4, pp. 298-312.

Carr, P., Dhariwal, K. (2003) The Supply Chain Collaboration Online Research Institute, 1st Annual Symposium on Supply Chain Management , Toronto: McMaster University &Purchasing Management Association of Canada.

Hatzipanagos, S.: (2001). Web Based Learning and "Off-the-shelf" Software: towards aTypology of VLE Interfaces. EUNIS , pp. 438-447.

Hodgson, V. E. and Watland, P. (2004). Researching networked management learning. Management Learning, 35 , 2, 99-116.

Leung, E. W. C., and Li, Q. (2004). "XML-Based agent communication in a distributed learningenvironment," in Proceedings of International Conference on Web-Based Learning, pp.136-146.

Marks, R. B., Sibley, S. D., and Arbaugh, J. B. (2005). "A structural equation model of predictors for effective online learning," Journal of Management Education. Vol. 29,No.4, pp. 531-563.

McAlpine, I.(2000). Collaborative Learning Online. Journal of Distance Education, vol.21,pp.66-80.

Parnell, J. A., and Carraher, S. (2003). "The management education by internet readiness scale:Developing a scale to assess personal readiness for internet-mediated managementeducation," Journal of Management Education. Vol. 27, No. 4, pp. 431-446.

Piccoli, G., Ahmad, R., and Ivos, B. (2001). "Web-based virtual learning environments: Aresearch framework and a preliminary assessment of effectiveness in basic IT skillstraining," MIS Quarterly. Vol. 25, No. 4, pp. 401-426.


11/11

Slavin, R.E.(1995). Cooperative Learning. Second Edition. Allyn and Bacon. Boston.

Valkanos, N., Georgiadou, E., Hatzipangos, S., Berki, E. & Siakas, K. (2005). ADDURI: AFramework for the Development and Support of Resource-Based Learning Environmentsand Materials.

Documents

Collaborative and Networked Management Learning