Meetings are ubiquitous at work. Therefore, understanding what makes meetings effective (or not) is important. Entitativity (i.e., the “group-ness” of a meeting) may…
Meetings are ubiquitous at work. Therefore, understanding what makes meetings effective (or not) is important. Entitativity (i.e., the “group-ness” of a meeting) may theoretically explain when some meetings are effective. That is, when meeting participants perceive a high enough level of group-ness in their meeting, then they begin to enact the processes to create a successful meeting and experience the outcomes of a successful meeting. The authors propose a model connecting the characteristics of successful face-to-face (FtF) meetings to entitativity and extrapolate this model to online meetings. Specifically, the authors interpret well-researched characteristics and practices of meetings (e.g., using an agenda and meeting punctuality) to be examples of well-established entitativity antecedents (e.g., creating similarity of goals and establishing meeting boundaries). That is, using an agenda creates effective meetings because it focuses members’ attention on common goals. Therefore, entitativity may be an explanatory mechanism for successful meetings. The authors examine the unique challenges of online meetings, which are growing in number. The authors note that entitativity may be harder to establish in online meetings making successful online meetings more difficult. Characteristics of online meetings (e.g., focusing on the few shared documents which may focus members on goals) that may promote success. The authors propose further theoretical work as well as suggest strategies that can be used to increase entitativity in FtF and online meetings.
This paper aims to investigate the relationship between hybrid classes (where a per cent of the class meetings are online) and transportation-related CO2 emissions at a…
This paper aims to investigate the relationship between hybrid classes (where a per cent of the class meetings are online) and transportation-related CO2 emissions at a commuter campus similar to San José State University (SJSU).
A computer model was developed to calculate the number of trips to campus for a student body similar to SJSU. Different scenarios considered the theoretical effectiveness of implementing a hybrid course system to reduce CO2 emissions.
Increases in hybrid courses resulted in decreased student trips to campus and associated CO2 emissions. The utility of such a relationship is demonstrated through a case study where the required increase in online class meetings needed to eliminate the need for an overflow parking lot is studied. Finally, preferential scheduling of online meetings can further reduce trips to campus.
A limitation of the model is that student schedules are random. Future research could use actual student schedules to better model how online course delivery will affect trips to campus.
As today’s universities struggle with financial pressure, online course delivery is being offered as a way to cope. This analysis provides an additional metric to evaluate online courses and includes other potential financial savings.
Transportation contributes to local air pollution and emissions of heat-trapping gases. As universities move toward more sustainable behaviors, reducing automobile trips to campus can be seen as a priority.
To the authors’ knowledge, this is the first attempt to model the relationship between hybrid courses and CO2 emissions at an urban university. This information will be valuable to the SJSU community, as well as many other institutions.
The first International Online Information Meeting was held in December 1977 in London, England. The thirteenth consecutive Meeting will be held in December 1989, also in…
The first International Online Information Meeting was held in December 1977 in London, England. The thirteenth consecutive Meeting will be held in December 1989, also in London. This paper traces the evolution and development of the yearly International Online Information Meetings. The initial need for such a Meeting and how it has evolved over the years to cater for the changing needs and the different segments of the information community are explored. Some of the diverse topics which have been addressed at the annual Meetings are briefly noted, and mention is also made of the structure and format of the International Meetings which are now being successfully emulated at a national level in various parts of the world. Some differences between the International Online Information Meeting and other national online and specialist information conferences are indicated together with some thoughts on the future of such Meetings.
A bibliometric study of the online retrieval literature, published in 1978, has been updated. The data are based on a recent bibliography containing 3337 references. The…
A bibliometric study of the online retrieval literature, published in 1978, has been updated. The data are based on a recent bibliography containing 3337 references. The literature continued to grow, reaching a peak annual output of 504 papers in 1981. A plateau, predicted in 1978, was not observed. The conference literature, dispersed at the time of the 1978 bibliometric study, has become centralized in four major proceedings: the annual meetings sponsored by Online, Inc., two conferences sponsored by Learned Information, and the annual meeting of the American Society for Information Science. Online retrieval papers have appeared in 479 journals, 47 of which have published five or more papers on the subject. The distribution of papers follows Bradford's Law if conference publications and journals are considered in the total corpus. Thirty‐one authors have contributed ten or more papers.
Young professors Baxter, Jim, and Robert are eager to start a new graduate certificate in educational leadership with a focus on technology. The department supports their initiative. The department is even supportive of offering this certificate fully online. Support waned when, in an effort to boost student enrollment, it is suggested that additional graduate courses and programs within the department also move fully online. In department meetings, faculty members argue about the rigor of online courses and if it is possible to convert existing courses and programs to an online delivery format. Tammy and Larry are veteran faculty members who do not want to teach online and have made it clear to the rest of the faculty they are not eager to change. When there are not enough students to offer their programs in the traditional format, all faculty members are forced to begin teach online.
This is a disguised field-researched case.
Relevant courses and levels
This case may be used in a variety of graduate business or education courses, such as introduction to business, business ethics, educational leadership, technology leadership, or higher education.
Students should have some understanding of systems change, ethical decision making, and human resources development.
Online Information Meeting — 1978 London, December 5–7,1978. Following the successful meeting held in London last year and reported in the March 1978 issue of this journal, Online Review is sponsoring the 2nd International Online Meeting which will be held at the Commonwealth Institute in London, England on December 5–7, 1978.
The purpose of this paper is to present a novel online video-based approach to supervision for statutory caseworkers. Caseworkers recorded a video of their meetings with…
The purpose of this paper is to present a novel online video-based approach to supervision for statutory caseworkers. Caseworkers recorded a video of their meetings with their clients and sent the video to their supervisor. The supervisor selected clips in the video. They held an online meeting where they reviewed the clips, and the supervisor gave feedback and they reflected together. The caseworker then used what they had learnt in their future practice. The caseworker then recorded a new meeting, and the supervision cycle restarted.
In total, 11 statutory caseworkers from three municipalities in the Copenhagen area participated in semi-structured qualitative interviews. The interviews focused on the professional learning and challenges caseworkers faced in relation to participating in the supervision process.
The caseworkers reported that they used the method to assess their own practice in a more realistic way as the use of video gave a more accurate image than merely recalling what had occurred. They reflected about and developed their relationship with clients, their conversational style and use of communication techniques, skills in relation to running meetings, and skills in relation to eliciting the young person’s perspective. The caseworkers were anxious when they received their first feedback from supervisors, but this diminished. The focus on supporting clients in their personal development challenged caseworkers who identified as having an administrative rather than interventional role. Some found the online meeting technology difficult to master.
This study presents and explores the use of a novel approach to statutory casework supervision.
New field for Infomart. Infomart, SDC's agent in Canada, recently announced that it had entered the field of electronic publishing with an influx of $6 million from two of Canada's largest communication companies, Southam Inc. and Torstar Corporation. Infomart recently hosted an international forum on the future of videotex in Canada.
This study examines the relative efficacy of groups in both virtual and traditional face-to-face courses, as well as differences in group dynamics between the two delivery…
This study examines the relative efficacy of groups in both virtual and traditional face-to-face courses, as well as differences in group dynamics between the two delivery methods. We surveyed students in online and traditional classroom sections of the same intermediate-level cost accounting course about their perceptions of group processes, general satisfaction with group work, learning outcomes, and group communications. Traditional classroom students were more positive about their group processes and learning outcomes than were online students. They also were more likely to agree that the learning benefits of group work outweighed the costs, (e.g., uneven and inefficient work distribution.) Our findings suggest that instructors who use groups in online courses should specifically consider the potentially negative effects of such factors as workload imbalances when designing group learning activities so that learning objectives are not adversely affected.
The Thirteenth Online Meeting was held in New York on 5–7 May 1992. Here, Online Review's Managing Editor, Simon Atkinson, offers the second of two sets of abstracts of selected papers. The first set appeared in the June issue of Online Review (page 165).