Jennifer D. E. Thomas

How Do Digital Natives and Digital Immigrants Respond Differently to Interactivity Online?: A Model for Predicting Consumer Attitudes and Intentions to Use Digital Information Products

ABSTRACT The advertising industry has devoted substantial managerial focus on digital information and entertainment. Scholarly attention, however, has lagged. The current study examined the effects of perceived interactivity on attitude and intention to use a new product (adoption intention) in the context of digital information. In particular, the authors examined differences in response between younger “digital natives,” who were exposed to the Internet in childhood, and older “digital immigrants” exposed later in life. Results revealed that the control and communication dimensions of perceived interactivity lead to more positive attitudes and adoption intentions for digital natives but not always for digital immigrants.

Driving Creativity: Extending Knowledge Management into the Multinational Corporation

A major issue facing the multinational corporation (MNC) knowledge management (KM) function is grappling with how information and communications technology (ICT) can best assist in promoting innovation and creativity, shepherding ideas from concept through reality. This paper presents a model in which to examine this development that is designed to promote continued competitiveness in an increasingly interlinked and interdependent global marketplace. The model distinguishes between a tacit knowledge zone (TKZ), a non-binding refinement zone (NRZ), and an explicit knowledge zone (EKZ) and suggests areas for research within the context of this model.

Technology integrated classes versus traditional classes and their impact on user performance and perceptions

In this paper, the results of two studies conducted to assess the impact on student performance and perceptions, of different types of technology integration into a graduate, introductory, information systems course versus traditional classroom lectures, are presented. The results indicate that regardless of which technology was employed, the acquisition of team building skills were perceived to be better supported than they were in the strictly lecture format. On the other hand, analytical skills were deemed better supported when a combination of technologies were integrated.

Activities and Resources in Online Learning: From a Critical Thinking View

This article investigates the relationship between Web-based learning and Critical thinking (CT) in a web-based course on the fundamentals of Information Technology at a university in Montreal, Canada. In particular, it will identify what part(s) of the course and to what extent, critical thinking is perceived to occur. The course contains two categories of learning modules namely resources and interactive activity components. The study aimed at answering the following questions: (1) What is the effect of the learning modules on Critical Thinking? and (2) What is the relative contribution of the various learning modules on Critical Thinking skills requirements?

The “Clicker” Project: A Scholarly Approach to Technology Integration

How can we make larger classes more interactive, with all students (even those in the back row) feeling engaged, reflective, and questioning ideas being presented? How do we get students to read before coming to class and prepared to take an exam? How do professors get the most out of their lectures and class time? These are the kind of questions guiding a research study on “clicker” technology in the John Molson School of Business at Concordia University in Montreal, Canada. The purpose of this study is to evaluate systematically the use of clickers in a business classroom context.

The importance of package features and learning factors for ease of use

In the Information Systems community, the term ease of use has taken on many meanings and interpretations, and various factors said to contribute to it have been investigated. To determine whether studies in this area have focused on the right aspects, or need to be refocused, this study sought to ascertain whether some level of agreement exists among experienced users regarding the importance of various package design and assistance features for ease of use and the support they offer to identified learning dimensions. The results point to some degree of agreement among these users on the importance of individual features for ease of use, though they did not agree on all features. The panel agreed that the identified learning dimensions should be equally supported by package features. There was also reasonable agreement that certain features support certain learning dimensions. The results point to a need to refocus some of the research areas which have been considered important for ease of use and sugges...

Knowledge Management Research Imperatives Governing Multinational Corporation Expansion

This paper examines the depth, erudition, and rigor of contemporary research on knowledge management as a causal factor that influences the ultimate outcome of multinational corporation (MNC) expansion, bounded by the confines of information and communication technology (ICT) competences identified as behavioral, business, and technological. Through discussion highlighting the dominant knowledge management (KM) research themes within the milieu of the global firm, readers will gain definitive and practical insight into relevant topics that may be used to stimulate development of growth strategies for the firm.

Interactivity: Does One Size Fit all?

The literature documenting the positive effect of perceived interactivity on consumer attitude is substantial; however differences in consumer response based on individual differences are less-studied. Interactivity takes a cognitive toll and as a result, the effect of perceived interactivity on consumer response may not always be positive. The results of a study based on a sample of 443 adults, purposively sampled for both younger “digital natives” and older “digital immigrants,” suggest that perceived interactivity in digital information products, such as digital books, leads to more positive attitudes and adoption intentions for digital natives but not for digital immigrants. This surprising result is explained by differences in the value these two groups place on active control and two-way communication, two facets of perceived interactivity. Given the importance of age as a segmenting variable, implications for practitioners are provided.

Fostering Problem-Solving in a Virtual Environment.

This article investigates students’ perceptions of the relationship between Problem-Solving and the activities and resources used in a Web-based course on the fundamentals of Information Technology at a university in Montreal, Canada. We assess for the different learning components of the course, the extent of perceived problem-solving skills acquisition including research, creativity and critical thinking skills. The course entailed two categories of learning, namely resources-based and interactive components. The study aimed at answering the following questions: 1) To what extent do students understand the definitions of Problem-solving, Research, and Creative Idea Generation skills, and Critical Thinking skills? (2) What is the relative contribution of the various learning components (activities and resources) of the course to the perceived acquisition of Problem-Solving, Research, and Creative Idea Generations skills, and Critical Thinking skills; (3) Is the understanding of the definitions correlated with the perceived contributions of the learning components (activities and resources) of the course to the skills development? (4) To what extent is perceived Problem-solving skill acquisition explained by the acquisition of the other three skills?