Information Technology Reference
In-Depth Information
method can be used in a virtual environment. We are interested in determining if technology-
based tools can be used to create interactivity that is similar to that found in classroom case
discussion. First, we review the literature. Then, we describe an experiment to investigate the
use of on-line case discussion and present the results of that experiment. Finally, we discuss
a study of students' satisfaction.
LITERATURE REVIEW
The case method is, by nature, a teaching method adapted to the classroom and
especially to executive programs (Benbasat, Goldstein, & Mead, 1987; Erskine, Leenders, &
Mauffette-Leenders, 1981; Matejka & Coss, 1981). This pedagogical method is common, and
many faculty members use it to teach Information Technology or Management Information
Systems. Interactivity is one of the distinguishing characteristics of this pedagogical method.
Many undergraduate and graduate programs have introduced Web-based learning, which
is defined as any kind of learning that makes significant use of the WWW (Goodyear, 2001).
These technologies are interactive through text, voice, graphics, video, shared workspaces,
or combinations of these forms. Most of the Web-based programs, however, use multimedia
Web sites and newsgroups. Most of the commercial platforms have many functions, enabling
asynchronous discussion and collaborative work. One of these tools is the chat function,
which enables synchronous discussion. Thus, recreating a classroom case discussion is a
new possibility. Most other research, however, is focused on asynchronous capabilities
(Goodyear, 2001; Tyran & Shepherd, 2001). Synchronous technologies such as IRC or Instant
Messenger encourage clarity of expression and formalization of knowledge. On the contrary,
synchronous technologies are time consuming. It is also hard to capture real-world working
practices or tacit knowledge with this type of electronic media.
Another criticism with on-line chat discussion is the lack of expressive richness. As
Goodyear (2001) stated, “This is most clearly the case with text-based communications and
it is often cited as a major drawback of this form of web-based learning. Some 'workarounds'
include the use of 'emoticons' (such as a :<) to represent irony or joke. But it is also worth
noting that 'expressive richness' can work — or fail to work — on a number of levels. Text-
based messages may not have the expressive richness of a quick and lively verbal exchange.
On the other hand, well-crafted text can be much more rich than the stumbling improvisations
we all hear and produce in seminars.”
The development of teaching programs based on electronic platforms raises the
question of the effectiveness of these tools in the learning processes (Tyran & Shepherd,
2001). The experiment conducted for this research aims to test a system seeking an interactive
equivalent to that of a traditional classroom case discussion, thus providing for a comparison
between the classroom teaching process and the virtual teaching process (Asensio,
Hodgson, & Trehan, 2000; Tyran & Shepherd, 2001).
EXPERIMENTAL METHOD
The design of the experiment respects the principles of the constitution of virtual
learning communities in order to build a technical and cognitive environment that provides
for dialogue within a community (Berge & Collins, 1993; Berge, 1998; Kollock, 1997).
