Communications of The Ais
Papers 1653
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This report documents the outcomes of a professional development workshop (PDW) held at the 40th International Conference on Information Systems in Munich, Germany. The workshop’s goal was to identify how information systems (IS) researchers can contribute to enriching the understanding of digital entrepreneurship—that is, the intersection of digital technologies and entrepreneurship. The PDW assembled numerous IS researchers working on different aspects of digital entrepreneurship. Jointly, we ...
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Last. Suzy Atfield-CuttsH-Index: 3
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Shifting to remote learning during times of a crisis, such as the COVID-19 pandemic, is very different from well-planned online learning. This paper highlights the experience of shifting to remote learning and outlines lessons learned from the experience. The COVID-19 pandemic brought a wholly new educational context, which uncovered problems such as; course delivery & assessment; communication & misinformation; and technology limitations. This highlights a gap in research on rapid mid-term shif...
In this paper, we describe how a Danish problem-based learning university adapted to the circumstances surrounding the coronavirus disease of 2019 (COVID-19) pandemic Our findings reveal that digital problem-based learning mitigated some negative consequences that appeared with the lockdown and resulting shift to 100 percent online teaching While students prefer the traditional face-to-face teaching mode due to the energy, variation, and socialization associated with on-campus learning, we obser...
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In 2020, the coronavirus disease of 2019 (COVID-19) pandemic caused universities around the world to abruptly transition to remote learning This transition significantly disrupted higher education and impacted both graduate and undergraduate students’ stress levels However, one can implement remote learning via a method with lower stress that also helps prepare students for an increasingly digital workplace Additionally, different modes of remote learning could enable students to enhance their d...
We describe our experience in teaching two different levels of undergraduate business analytics courses during the coronavirus disease of 2019 (COVID-19) pandemic In particular, we focus on two challenges that arose during the shift to emergency remote teaching: 1) engaging students and 2) teaching students how to use software We discuss our efforts to mitigate the effects of these problems and highlight the differences in implementing our strategies in a general-education (i e , required for bu...
#1Richard T. WatsonH-Index: 72
#1Craig Van SlykeH-Index: 21
Last. Namchul ShinH-Index: 16
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#3Reza MousaviH-Index: 1
Last. Prashant PalviaH-Index: 37
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#1Jonny HolmströmH-Index: 18
#2Johan MagnussonH-Index: 6
Last. Magnus MähringH-Index: 16
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There is increasing interest in how digital innovation is facilitated and enacted in networks of diverse actors, i.e. heterogenous networks. However, while there is considerable evidence that firms can build key capabilities through engagement with external partners, we find a dearth of studies on how digital innovation is orchestrated in situations where an academic unit plays a facilitating role in the heterogenous network. We address this question employing a dynamic capabilities approach, an...
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