Enterprise Social Media Use in Classroom Team Project: A Mixed-Methods Exploration of the Effects of Affordances on Team Productivity and Use
Enterprise Social Media Use in Classroom Team Project: A Mixed-Methods Exploration of the Effects of Affordances on Team Productivity and Use
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DOI：
10.1007/978-3-030-77750-0_34
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
W. V. Osch;Leticia Cherchiglia;Elisavet Averkiadi;Yuyang Liang
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文献类型：
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作者：
W. V. Osch;Leticia Cherchiglia;Elisavet Averkiadi;Yuyang Liang
本文探讨了在信息和技术管理 (ITM) 中型本科课程背景下采用基于小组的企业社交媒体 (ESM) 工具（即 Microsoft Teams），从而深入了解用于基于小组的学习环境的工具的使用和设计。该研究采用混合方法——访谈、调查和服务器端（即客观）数据——来调查三个核心 ESM 可供性（即可编辑性、持久性和可见性）对学生对 ESM 功能和效率的看法的影响，进而对 ESM 支持的团队生产力以及学生的系统使用水平的影响。通过利用定性和定量（不引人注目的和自我报告的）数据相结合，本文旨在深入了解 ESM 在小组课堂中的使用，鉴于对高质量在线教育体验的需求，特别是在当前的大流行期间，这是一个非常重要的主题。
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.