Role of GSS on collaborative problem-based learning: a study on knowledge externalisation
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2002 Operational Research Society Ltd. All rights reserved 0960-085X/02 $15.00 www.palgrave-journals.com/ejis
Role of GSS on collaborative problem-based learning: a study on knowledge externalisation RC-W Kwok1,2*, J-N Lee3, MQ Huynh4 and S-M Pi5 1
State University of New York at Binghampton, New York, USA; 2City University of Hong Kong, Kowloon, Hong Kong; 3City University of Hong Kong, Kowloon, Hong Kong; 4Washington State University, Vancouver, USA; 5Chung Yuan Christian University, Chung-Li, Taiwan Based on the success of using Group Support Systems (GSS) to support collaborative work, a growing community of GSS researchers investigates the potential of GSS in business education with special attention to collaborative learning. This paper extends their works and proposes a model of collaborative problembased learning (CPBL). Based on the proposed model, we explain the effects of GSS on CPBL in general, and externalisation of learners’ contributions (initiated ideas, questions and feedback) in particular. A controlled experiment was carried out to investigate the effects of GSS on externalization of the learners’ contributions in a CPBL environment. The results indicate that learners in an anonymous GSS-supported CPBL environment externalise more initiated ideas, fewer questions, and fewer but better feedback than those in a non-GSS supported one. European Journal of Information Systems (2002) 11, 98–107. DOI: 10.1057/palgrave/ejis/3000421
Introduction Group Support Systems (GSS) are computer based information systems (IS) which combine computing, communication and decision support technologies to facilitate collaborative work (DeSanctis & Gallupe, 1987). GSS features such as parallel communication, anonymity, process structure and group memory help to ease the cognitive load of groups on particular collaborative tasks so as to improve the productivity, efficiency and effectiveness of group meetings (Dennis et al, 1997). For more than a decade, numerous GSS researchers studied the potential of GSS in supporting collaborative work (eg Fjermestad & Hiltz, 1999; McGrath & Hollingshead, 1994). Based on the success of using GSS to support collaborative work, a growing community of GSS researchers investigates the potential of GSS in supporting learning and teaching processes in business education (eg Alavi, 1994; Alavi et al, 1997; Briggs & Brown, 1997; Briggs et al, 1994–95; HICSS, 1996– 2001; Khalifa & Kwok, 1999; Kwok & Khalifa, 1998; Leidner & Fuller, 1997; Reinig et al, 1997–98; Vreede et al, 1999; Walsh et al, 1996). GSS have been recognised as effective learning tools that can enhance collaborative learning under certain conditions. However, Briggs et al (1998) consider ‘GSS in the classroom’ as a major unanswered GSS research question, and point *Correspondence: RC-W Kwok, Department of Information Systems, City University of Hong Kong, Tat Chee Avenue, Kowloon, Hong Kong. E-mail: isron얀is.cityu.edu.hk
out that there are still many questions requiring answers. How GSS technology affects a learner to exter
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