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The purpose of this paper is to examine the effects of collaboration mode (face‐to‐face versus non‐collocated using collaborative technology) on team‐based problem solving behaviors associated with team learning, team reflexivity (i.e. reflectiveness) and team mental model development.

The study used a single factor (collaboration mode) between subjects randomized experimental design. The experimental manipulations of collaboration mode were face‐to‐face versus technology‐mediated collaboration. Observer ratings of problem solving behaviors were used to generate data analyzed using multivariate analysis of variance.

Multivariate analysis of variance results indicated that face‐to‐face collaboration is superior to technology‐mediated collaboration in facilitating team level cognitive functions such as team learning, team reflexivity, and shared mental model development.

To better manage the psychological/cognitive aspects of teamwork, managers must detect and accurately interpret the behavioral indicators that evidence the extent of team learning, reflexivity and shared mental model construction of task requirements and execution.

This paper represents one of the first to investigate the impact of technology‐mediated collaboration on team cognition and to conceptualize team cognition as a set of mental processes and intra‐team communication exchanges that facilitate team learning, reflection, and shared understanding.

This report describes the evolution of a technology‐mediated leadership development network from its origin as a local e‐mail discussion group to a loosely‐coupled international leadership web. The report includes a description of the components of the network, which include face‐to‐face and online cross‐role discussion groups, annual seminar series, graduate degree programming, an online refereed journal, summer institutes, university partnerships, and cross‐cultural research. In addition, an explanation is offered of the challenges that the network poses for understandings of what counts as professional development, university regulations for planning and delivering instruction, communication of research, and teacher‐student roles. Then the paper offers a profile of the leadership development network in terms of its professional, role, environmental, and emotional dimensions. Finally, a set of questions is offered for readers interested in planning leadership development networks.

Collaborative capital, or the capacity to work effectively with others toward shared goals and outcomes, reflects an accumulation of both skills and resources by individuals or groups. Traditionally, these skills and resources represented products of experiences in face-to-face task or interest groups. More recently, reflective of organizational trends to collaborate more often across both geographical and organizational boundaries, these experiences have been mediated by technologies designed to facilitate collaborative work. Often, however, the people using the technologies already know one another and interact face-to-face periodically. In contrast, in this chapter, we focus on a new technology-enabled social form, the multi-day online conference enabled by iCohere, an emerging groupware technology supporting the conference, to examine how collaborative capital might be built in and among previously unacquainted, globally distributed individuals. Using Erickson and Kellogg's notion of “social translucence” we explore the case of one online conference attended by over 600 participants in 50 countries to identify technologic and social infrastructures conducive to the generation of new collaborative capital through participation in virtual spaces. By design, the technology and conference plan replicated common conference experiences conducive to collaborative capital development, but conference attendees also interacted and participated in ways that transcended the possibilities of a face-to-face conference. We anticipate these findings to be interesting for both managers and project team leaders seeking to foster collaborative capital development with the aid of modern communication and collaboration technologies.

This study examines collaborative online international learning (COIL) programs implemented during the COVID-19 pandemic, and discusses the potential and significance of COIL during a global crisis. In the COIL-conductive environment induced by the pandemic, the author implemented four COIL programs with partner institutions located in different countries as part of his seminar courses at a Japanese university. COIL is an equitable and partnership-based learning format that effectively uses technological tools. The professors collaboratively designed joint sessions that attended to different learning styles, which led to an equitable intercultural experience. Technology provided students with the ability to control their learning environment, which helped them to actively participate in intercultural communication and collaboration. Through joint lectures, interactive sessions, and collaborative research projects, students developed global competency and a sense of bonding unabated by the global crisis.

This paper aims to describe the design and user testing of GeoForge, a multiple-player digital learning experience for middle school that leverages virtual reality (VR) and individualized websites for learning concepts in planetary science. This paper investigates how specific instructional design choices and features of the technology fostered collaborative behaviors.

GeoForge was implemented in 3 middle school classrooms with a total of 220 students. Learners used GeoForge in class in groups of 3–4 to learn about planetary science. A mixed-methods approach examined collaboration using classroom observations, teacher interviews, student surveys and student artifacts. Using Jeong and Hmelo-Silver’s (2016) seven affordances of technology for collaborative learning, this paper identifies ways in which features of GeoForge supported collaborative behaviors.

Instructional design which combined VR and the digital science journal (DSJ) helped foster collaboration. Some collaborative behaviors were especially notable in classrooms that did not regularly practice these skills. Segmenting tasks in the DSJ, clarifying instructions to articulate ideas, showing other group members’ responses onscreen and enabling multiuser VR environments contributed to collaborative behaviors and a satisfying learning experience as observed and documented through multiple methods.

GeoForge successfully integrated VR and personalized websites in a classroom planetary science lesson, an approach which balanced instructional design and logistical challenges while creating opportunities for collaboration.

The stakeholders are now demanding more visibility and role clarity in the emergency supply chain to improve collaborative efforts. Using a contingent resource-based view (C-RBV), the author studies crisis leadership as a complementary organizational resource for the successful adoption of digital technologies (DTs) in the emergency supply chain. The author further examined the relationships between DTs on information visibility and collaboration under the moderating effects of crisis leadership.

The author gathered data from 117 NGOs in India using a multi-informant questionnaire. The author further tested the research hypotheses using variance-based structural equation modeling (PLS-SEM).

DTs under the interaction effect of crisis leadership have a significant influence on the information visibility and the collaboration in the humanitarian context. The findings of the study extend the C-RBVs to create a better understanding of applications of DTs in alleviating human suffering due to crises.

The author provides some direction to the managers engaged in the humanitarian supply chain, contemplating using emerging technologies to enhance information visibility and collaboration.

The current study offers some useful implications for theory. The study findings suggest that the DTs under the moderating effect of the crisis leadership significantly improve the information visibility and the collaboration among the emergency supply chain relief workers. These findings contribute to the C-RBV literature by expanding the scope of the theory. To date, the C-RBV is yet to be explored in humanitarian or emergency settings. Further, the study empirically tests the moderating role of crisis leadership which is touted to be the game-changer, particularly in crises or emergencies.

Organizations implement information technology for a variety of reasons. Most often organizations look to information technology to automate existing processes in search of efficiency. We suggest that strategic management of technology allows for efficiency gains, but also holds the potential to create a healthier work environment. Organizational efficiency and effectiveness need not be mutually exclusive in the strategic management of information technology. Organizations can create a competitive advantage by using information technology to create a positive work environment while also automating existing processes. Our analysis begins with a discussion of positive psychology and strategic management. We discuss strategic uses of technology and present a framework for creating a positive work environment through the strategic use of technology. We conclude by developing areas for future research and present applicable strategies managers can use to increase organizational efficiency as well as empower and enhance the well-being of workers

This study aims to explore Twitter posts of Turkish government agencies and the public under a specific hashtag, #NotHolidayButDistanceEducation, specifically related to online distance education during the Covid-19 pandemic.

This study used a thematic analysis on 22,547 original tweets posted by 6,970 users during the first month of online distance education in Turkish K-12 schools. Based on like and retweet counts, the study further explored the extent of stakeholders’ engagement with the observed themes.

The findings showed that government agencies and citizens used Twitter to provide technical and psychological support, appreciate and motivate stakeholders, demonstrate sample distance education activities, share information and offer suggestions about the ongoing online distance education. It was also observed that the hashtag has been used for expressing negative views about online distance education and for political purposes. A positive relationship was found between social media engagement and providing technical support or sharing information for online distance education.

This study highlights the role of social media in providing practical and emotional support to education stakeholders in times of crisis. Thus, governments can use social media to provide evidence-based psychological and physical health support to their citizens during a pandemic. Social media can serve to improve education practices in schools through the interactions between the public and policymakers.

To the best of the authors’ knowledge, this study can be considered unique because it demonstrates the civic use of social media for educational crisis management. This study highlights the influence of social media in educational policy and practice development in the contemporary era.

The purpose of this study is to investigate a theoretical framework that examines and extends understanding of the role of cognitive/information processing, learning motivation and learning task behaviors in facilitating student engagement, course persistence and academic performance.

Student subjects were used to collect survey data. Hierarchical regression analysis was used to test the impact of active teaching, academic self-efficacy and task avoidance on the dependent variables – course grade, course persistence and expectancy for success.

Active teaching and academic self-efficacy were positive predictors of course grade while task avoidance was a negative predictor of course grade. Course persistence was positively impacted by academic self-efficacy and diminished by task-avoidance behaviors. Academic self-efficacy was shown to positively impact expectancy for success.

The results confirm the importance of adopting active teaching techniques, the need for periodic opportunities for experienced academic success and the need for coaching on self-regulation of study habits and class attendance behaviors.

This study builds on prior calls for more investigations on the role of teaching style on student psychological responses, engagement, learning task behaviors and academic performance. The teaching and learning processes were examined on four levels – attention/engagement, encoding, processing/synthesizing and learning task behaviors. In addition, prior work was extended by incorporating behavioral indicators (e.g. task avoidance) of learning motivation as opposed to reliance on self-reported levels of motivation that may have not been consistent with actual behaviors.

Pedagogy today has become a function of technology and this relationship becomes all the more promising when used to address the educational needs of the constantly changing and fast evolving business school education. Business schools today are responsible for empowering future managers and leaders with not only the knowledge and insights but also with the ability to sense and respond to the unanticipated changes of the turbulent business environment. The objective of this paper is to conceptualize an integrated pedagogical framework that combines “richness” of augmented reality, classroom teaching and academic research with “reach” of social networking to yield a paradigm of agile business school education.

The authors propose a conceptual model that would help in building entrepreneurial agility through business school education when internal factors collectively optimize the richness of education content and external factors provide the reach necessary to create a field for socialization that helps in building knowledge.

The authors’ conceptual model consists of three sub‐paradigms derived from the theories they discuss: richness (from theory of experiential learning), reach (from social network theory) and business school education agility (from contingency theory). These three dimensions together enable the authors to understand and propose a new model for business schools, which would have the objective of producing more graduates with entrepreneurial agility.

This research is just an attempt towards integration of emerging technologies to offer agile and experiential education. More research is needed to assess the effectiveness of various teaching and learning techniques. Multivariate analysis would be helpful in determining the multitude of effects on learning that can occur within a business school environment.

Agile business school education is a new variation on business school pedagogy that combines traditional‐style education with technology to provide education that is relevant today and will be relevant in dealing with unforeseen events in the future. Agile business school education will enable graduates to build and lead agile and successful organizations.