A longitudinal analysis of GSS use in the case method classroom

Abstract

The article reports on term-long use of a discussion-based GSS (group support systems) by 137 undergraduate business students in a case-based core MIS course. We develop a model of student participation in case-based learning environments and examine the role and impact of technology on participation. Overall, participation increased significantly as students became more comfortable and adept with the technology. The GSS appeared to provide marginalized students with a 'voice' in the classroom, and allowed prolific participators an additional outlet. However, there were some negative consequences, as some students had difficulty with multitasking, i.e., typing and listening. We also found that the novelty of ideas was consistently low once a strong idea had been submitted. As a result, we advocate adoption of this technology, but suggest that its use be more structured, dividing class time into "technology" (GSS only) and "human" moments (oral discussion).