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Group-centered framework towards a positive design of digital collaboration in global settings
(2017)
Globally distributed groups require collaborative systems to support their work. Besides being able to support the teamwork, these systems also should promote well-being and maximize the human potential that leads to an engaging system and joyful experience. Designing such system is a significant challenge and requires a thorough understanding of group work. We used the field theory as a lens to view the essential aspects of group motivation and then utilized collaboration personas to analyze the elements of group work. We integrated well-being determinants as engagement factors to develop a group-centered framework for digital collaboration in a global setting. Based on the outcomes, we proposed a conceptual framework to design an engaging collaborative system and recommend system values that can be used to evaluate the system further.
We are “not” too (young/old) to collaborate: Prominent Key Barriers to Intergenerational Innovation
(2019)
In this study, we analyzed the barriers to technology-supported intergenerational innovation to understand better how young and old can collaborate towards global innovations. Researchers in different disciplines have already identified various barriers to intergenerational collaboration. However, barriers are changing depending on the context of collaboration, and difficulties still exist to support intergenerational innovation in global settings. Therefore, we investigated the barriers that emerge when people work with someone decades older or younger. The results of our study have shown what barriers are influenced by age, what barriers exist only for senior and younger adults. The study theoretically contributes to deepening the Information Systems (IS) community's understanding of the barriers to intergenerational innovation that need to be considered when developing systems for global innovation
The virtual classroom continues to grow, but it is becoming more and more the norm, and it is fundamentally different from the vocational students at the Indonesian university. With the promised benefits of the virtual classroom, many challenges and difficulties come in the implementation. Although there are already successful design principles for virtual classrooms that support organizations in overcoming the challenges, the approach to implementing the design principles of virtual classroom at the vocational higher education in Indonesia is still lacking. In this study, we aim to answer the research gap and used the design sciences research by interviewing the lecturers to design the solutions. The proposed design approaches were implemented in a course and evaluated with students from two different groups. Overall, the evaluation of the proposed approaches shows1 significant results as an indicator of the benefits of the implementation of a virtual classroom for vocational students in Indonesia.