Organizational problem solving around digital distraction

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Vincent Cho
Keyword(s):  
Problem Solving ◽  
Design Methodology ◽  
Collaborative Problem Solving ◽  
Future Research ◽  
Digital Devices ◽  
Mixed Methods Case Study ◽  
Descriptive Account ◽  
Organizational Problem ◽  
Online Entertainment

Purpose As digital devices (e.g., laptops, tablets) have become increasingly ubiquitous, so too has students’ potential for digital distraction. It is yet unknown how teachers and schools might effectively handle such challenges. Accordingly, this study explores educators’ encounters with digital distraction among students, including their work toward addressing the problem. Design/methodology/approach This mixed-methods case study drew upon interview and survey data. Data were analyzed to describe educators’ encounters with and problem solving around digital distraction. This included the use of social network analysis. Specifically, a core-periphery model helped illuminate patterns in collaborative problem solving. Findings Students’ distractions included online entertainment and sending messages. This added to an overall atmosphere of distractedness in classrooms. Rather than collaborate around digital distraction, teachers tended to handle these issues on their own. If teachers did talk to others, these instances were more likely complaints to leaders than peer-to-peer collaborations. Research limitations/implications This study provides a descriptive account of one school and its problem solving around digital distraction. Building upon this study, future research might address the effectiveness of approaches for handling distraction, the influence of network structures on problem solving, and the factors influencing educators’ collaboration around technology. Originality/value Digital distraction is a new challenge in schools and in society. This study lays groundwork for understanding and addressing this issue. It also demonstrates one way to apply core-periphery analyses toward understanding problem solving.

scholarly journals Asynchronous Online Discussions During Case-Based Learning: A Problem-Solving Process

2020 ◽  
Vol 24 (4) ◽  
Author(s):  
Adrie A Koehler ◽  
Zui Cheng ◽  
Holly Fiock ◽  
Shamila Janakiraman ◽  
Huanhuan Wang
Keyword(s):  
Problem Solving ◽  
Online Discussions ◽  
Future Research ◽  
Case Based Learning ◽  
Multiple Case ◽  
Asynchronous Online Discussions ◽  
Expected Benefits ◽  
Problem Solving Process ◽  
Case Based

Asynchronous discussions are typically considered an essential aspect of online case-based learning. While instructors implement discussions to support a variety of instructional purposes during case-based learning (e.g., facilitate students’ sense making, prompt the consideration of diverse perspectives, debate complex topics), whether students receive the expected benefits is unclear, and little research has considered how students intentionally participate in discussions to support their learning during case-based learning. At the same time, students’ participation in asynchronous online discussions represents a complex endeavor. That is, students must make several decisions regarding how to effectively participate, while simultaneously experiencing several challenges. The purpose of this exploratory multiple-case study was to consider the experiences of six graduate students participating in asynchronous online discussions as a part of a case-based course. By analyzing these experiences, we were able to conceptualize students’ navigation of an asynchronous online discussion as a problem-solving process and consider individual problem-solving approaches. Results indicate that students relied primarily on instructors to determine the purpose of their discussion participation, expressed differing levels of value for participating in discussions, adopted a variety of strategies to meet discussion participation goals, and assessed their participation efforts mainly based on guidelines set by the instructor. We offer suggestions for effectively designing and facilitating asynchronous online discussions and discuss areas needing future research.

Returning to work after acquired brain injury: A mixed method case study

2021 ◽  
pp. 1-16
Author(s):  
Valerie Burke ◽  
Laura O’Rourke ◽  
Emer Duffy
Keyword(s):  
Brain Injury ◽  
Self Efficacy ◽  
Acquired Brain Injury ◽  
Future Research ◽  
Control Group ◽  
Work Skills ◽  
Mixed Methods Case Study ◽  
Signed Rank ◽  
Returning To Work

BACKGROUND: Vocation is a meaningful area of rehabilitation after Acquired Brain Injury (ABI). There is a discrepancy between the number of individuals with an ABI who feel able to work and those who are employed in Ireland. Research suggests that Vocational Rehabilitation (VR) programs enhance Return to Work (RTW) outcomes after ABI, however existing literature is limited. OBJECTIVE: This study explores the experience of engaging in VR post ABI, and its impact upon work self-efficacy. METHODS: A mixed methods case study design was selected to represent the individuality of ABI presentations. Participants completed a qualitative interview at VR follow up (N = 2) and the Work Self-Efficacy Inventory at pre/post VR. RESULTS: Four overarching themes emerged including Stigma, Adjustment, Support and Readiness. RTW challenges included fatigue, accepting support, adjusting to work and stigma. RTW benefits included routine, pride in work, skills development, and empowerment. Wilcoxon signed rank indicated that work self-efficacy scores mildly improved post VR. CONCLUSIONS: This research may inform VR Programs and offers pragmatic clinical implications based on the data. Future research should consider the role that readiness plays in facilitating RTW. Limitations include sample size, a lack of longitudinal data and control group.

Computer Agent Technologies in Collaborative Assessments

2016 ◽  
pp. 319-343 ◽  
Author(s):  
Yigal Rosen ◽  
Maryam Mosharraf
Keyword(s):  
Problem Solving ◽  
Large Scale ◽  
Collaborative Problem Solving ◽  
Future Research ◽  
Educational Systems ◽  
Virtual Agents ◽  
Daily Lives ◽  
Large Scale Assessment ◽  
Collaborative Problem ◽  
Scalable Learning

Often in our daily lives we learn and work in groups. In recognition of the importance of collaborative and problem solving skills, educators are realizing the need for effective and scalable learning and assessment solutions to promote the skillset in educational systems. In the settings of a comprehensive collaborative problem solving assessment, each student should be matched with various types of group members and must apply the skills in varied contexts and tasks. One solution to these assessment demands is to use computer-based (virtual) agents to serve as the collaborators in the interactions with students. The chapter presents the premises and challenges in the use of computer agents in the assessment of collaborative problem solving. Directions for future research are discussed in terms of their implications to large-scale assessment programs.

Digital divide in light of religion, gender, and women’s digital participation

2020 ◽  
Vol 18 (3) ◽  
pp. 405-413
Author(s):  
Ruth Tsuria
Keyword(s):  
Digital Divide ◽  
Digital Media ◽  
Case Studies ◽  
Theoretical Approach ◽  
Design Methodology ◽  
Internet Access ◽  
Future Research ◽  
Content Type ◽  
Religious Traditions

Purpose This paper aims to argue for the importance of considering religious and cultural background as informing participant's access and attitudes towards digital media. Design/methodology/approach The paper takes a socio-cultural theoretical approach. In terms of methodology, it refers to case studies based on discourse analysis of online content. Findings The paper argues that the online discourse in the case studies presented discourages women from using digital media for their own empowerment. Research limitations/implications Some limitation include that this research focuses only on a case study from Judaism. Future research should examine how other religious traditions impact internet access and uses. Originality/value The paper's contribution is in its novel inclusion of religion as an element of the digital divide.

Reputation on the line: the Starbucks cases

2016 ◽  
Vol 37 (1) ◽  
pp. 19-26 ◽  
Author(s):  
Roger W. Hutt
Keyword(s):  
Risk Management ◽  
Design Methodology ◽  
Reference Points ◽  
Future Research ◽  
Content Type ◽  
Core Business ◽  
Reputational Risk ◽  
Practical Implications

Purpose – The paper aims to increase the understanding of reputational-risk management by examining company responses to potentially reputation-damaging incidents. Design/methodology/approach – Incidents with potential for damaging Starbucks Corporation’s reputation were described and summarized as were the company’s responses to those incidents. Findings – It was observed that the complexity of resolving a reputation-damaging incident was inversely related to its closeness to the company’s core business. Also, the longevity of incidents suggests the persistent influence of past events. Research limitations/implications – Limitations are that findings are not generalizable beyond this case study and that the bulk of the information collected pertained to one of the five incidents examined. Potential hypotheses for future research are suggested. Practical implications – Findings provide reference points and a context for managers responding to reputation-damaging incidents. Originality/value – The paper illustrates how reputation-damaging incidents can be complex and difficult to resolve the more removed they are from the company’s core business.

scholarly journals Tag analysis as a tool for investigating information behaviour: comparing fan-tagging on Tumblr, Archive of Our Own and Etsy

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ludi Price ◽  
Lyn Robinson
Keyword(s):  
Design Methodology ◽  
Qualitative Data ◽  
Comparative Case Study ◽  
Future Research ◽  
Structured Interviews ◽  
Content Type ◽  
Information Behaviour ◽  
The Third ◽  
Fan Communities

PurposeThis article describes the third part of a three-stage study investigating the information behaviour of fans and fan communities, the first stage of which is described in the study by Price and Robinson (2017).Design/methodology/approachUsing tag analysis as a method, a comparative case study was undertaken to explore three aspects of fan information behaviour: information gatekeeping; classifying and tagging and entrepreneurship and economic activity. The case studies took place on three sites used by fans–Tumblr, Archive of Our Own (AO3) and Etsy. Supplementary semi-structured interviews with site users were used to augment the findings with qualitative data.FindingsThese showed that fans used tags in a variety of ways quite apart from classification purposes. These included tags being used on Tumblr as meta-commentary and a means of dialogue between users, as well as expressors of emotion and affect towards posts. On AO3 in particular, fans had developed a practice called “tag wrangling” to mitigate the inherent “messiness” of tagging. Evidence was also found of a “hybrid market economy” on Etsy fan stores. From the study findings, a taxonomy of fan-related tags was developed.Research limitations/implicationsFindings are limited to the tagging practices on only three sites used by fans during Spring 2016, and further research on other similar sites are recommended. Longitudinal studies of these sites would be beneficial in understanding how or whether tagging practices change over time. Testing of the fan-tag taxonomy developed in this paper is also recommended.Originality/valueThis research develops a method for using tag analysis to describe information behaviour. It also develops a fan-tag taxonomy, which may be used in future research on the tagging practices of fans, which heretofore have been a little-studied section of serious leisure information users.

Evaluating the Learning Effectiveness of Collaborative Problem Solving in Computer-Mediated Settings

2009 ◽  
pp. 151-167
Author(s):  
Ourania Petropoulou ◽  
Georgia Lazakidou ◽  
Symeon Retalis ◽  
Charalambos Vrasidas
Keyword(s):  
Problem Solving ◽  
Learning Environments ◽  
Evaluation Process ◽  
Collaborative Problem Solving ◽  
Learning Effectiveness ◽  
Computer Supported Collaborative Learning ◽  
Collaborative Problem ◽  
Problem Solving Environments ◽  
Computer Mediated

here is a growing need for systematic evaluations of computer-supported collaborative learning environments. The present chapter focuses on the evaluation of the learning effectiveness of the interactions that take place in computer-supported problem solving environments. This chapter emphasizes the need for supporting evaluators of such environments with holistic evaluation conceptual frameworks and tools that can facilitate the analysis of data gathered during the evaluation process. We discuss in detail such a holistic framework which has been tested through a primary education case-study.

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