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Our research uses a novel perspective of control balancing and stakeholder orientation to explore an information system (IS) phenomenon called enterprise IS diffusion. Employing a case-based, grounded theory approach, we analyse four large-scale IS implementation projects in a Canadian government organization. Our findings offer a synergistic approach to IS diffusion by integrating a dynamic control configuration perspective with stakeholder engagement, stakeholder sensitivity, and the impact of shifting stakeholder orientations on IS diffusion stages.We draw from control, control balancing, and stakeholder theories. Moreover, we refer to the IS implementation and IS diffusion literature to develop our argument. In doing so, this research develops a new and vital construct—stakeholder orientation—for IS implementation projects. We also identify the existence of four distinct stakeholder orientations, a combination of stakeholder engagement with stakeholder sensitivity in large ISD projects: (a) strategic, (b) responsibility, (c) best interest, and (d) economic cost.Through analysis and synthesis, we establish vital relationships among shifting control configurations, stakeholder engagement, stakeholder sensitivity, and IS diffusion stages, where maintaining an optimal stakeholder orientation, facilitated by appropriate control configuration, leads to a successful IS diffusion outcome. Furthermore, we propose an extension to the existing control balancing theory by identifying missing links and trigger factors.

In this research we explore aspects of learning, social interaction and community across online learning, also known as distance learning, in higher education. We measure the impact of online social networking (OSN) software versus traditional learning management system (LMS) software. Guided by a theoretical model for how individuals learn and interact within online communities, we measure student perceptions of learning, social interaction and course community before and after our interventions. Survey instruments measure perceived learning, social interaction and community, which we further explore using social network analysis (SNA). Survey results identified that students experienced higher levels of perceived social interaction and course community and, overall, had higher levels of satisfaction with OSN software than those using LMS software. Along this line, SNA results corroborated that OSN software yielded a higher number of interactions, providing a more engaging learning experience.

Social interactions to supplement learning and asynchronous tools to facilitate exchange of quality ideas have gained much attention in information systems education. While various systems exist, students have difficulty with deep processing of complex instructional materials (e.g., concepts of a theory and pedagogical support mechanisms derived from a theory). This research proposes a theoretical framework that leverages attention guidance in a social constructivist approach to facilitate processing of central domain concepts, principles, and their interrelations. Using an open source anchored discussion system, we designed a set of instructor-based and peer-oriented attention guidance functionalities involving dynamic manipulation of text font size similar to tag clouds. We conducted an experimental study with two small groups of first-year doctoral students in a blended-learning classroom format. Students in the control group had no access to attention guidance functions. Students in the treatment group used instructor-based attention guidance functionality and then switched to peer-oriented attention guidance functionality. The evaluation compared focus, content, and sequential organization of students' online discussion messages with heat maps, content analysis, sequential analysis, and statistical discourse analysis to examine different facets of the phenomenon in a holistic way. The results show that in areas where students struggle to understand challenging concepts, instructor-based attention guidance functionality facilitated elaboration and negotiation of ideas, which is fundamental to higher order thinking. In addition, after switching to peer-oriented attention guidance functionality, students in the treatment group took the lead in pinpointing challenging concepts they did not previously understand. These findings indicate that instructor-based and peer-oriented attention guidance functionalities offer students an indirect way of focusing their attention on deep processing of challenging concepts in an inherently open learning environment. Implications for theory, software design, and future research are discussed.

Many students who participate in online courses experience frustration and failure because they are not prepared for the demanding and isolated learning experience. A traditional learning theory known as self-directed learning (SDL) is a foundation that can help establish features of a personalized system that helps students improve their abilities to manage their overall learning activities and monitor their own performance. Additionally, the system enables collaboration, interaction, feedback, and the much-needed support from the instructor and students' peers. A Web 2.0 social-technology application, MediaWiki, was adopted as the platform from which incremental features were developed to utilize the fundamental concepts of SDL. Students were able to customize content by setting specific learning goals, reflecting on their learning experiences, self-monitoring activities and performances, and collaborating with others in the class. SDL skills exist to some degree in all learners, this study finds that students' SDL abilities can improve when a course adopts a personalized and collaborative learning system that enables the students to be more proactive in planning, organizing, and monitoring their course activities. Self-directed learning methods positively impact online-education outcomes.Modified wiki platforms enhanced with features to reinforce self-directed learning can lessen obstacles to online learning.Self-directed learning is enhanced by social interaction, even online.