An electronic meeting system (EMS) is a type of computer software that facilitates creative problem solving and decision-making of groups within or across organizations. The term was coined by Alan R. Dennis et al. in 1988. The term is synonymous with group support systems (GSS) and essentially synonymous with group decision support systems (GDSS). Electronic meeting systems form a class of applications for computer supported cooperative work.
Mainly through (optional) anonymization and parallelization of input, electronic meeting systems overcome many deleterious and inhibitive features of group work. [1] [2]
Similar to a web conference, a host invites the participants to an electronic meeting via email. After logging into the session, meeting attendees participate primarily through their keyboards, typing responses to questions and prompts from the meeting host.
Electronic meeting systems need to be distinguished on the one hand from classic groupware, on the other from web conferencing systems. In reality, there is some overlap between minor features of products of the named categories.
The main difference from groupware is the intensity of collaboration. According to Lubich's classification, [3] groupware supports collaboration within groups where the individual contributions remain identifiable. In contrast, EMS enable the group to cooperatively produce a result for which the group is responsible as a whole. In a business process, groupware and electronic meeting systems complement each other: Groupware supports teams when researching and creating documents in the run up to an EMS session or when implementing the results of such a session.
Web conferencing systems and electronic meeting systems complement each other in the online meeting or workshop: EMS extends the web conferencing system by providing interactive tools for producing and documenting group results. On the other hand, web conferencing systems complement EMS with the screensharing and voice conferencing functionality required in synchronous online meetings and not present in EMS.
Nunamaker et al. cite the CASE project PSL/PSA of the mid sixties as the beginnings of EMS technology. The first systems recognizable as EMS from today's perspective developed in the early 1980s as university and research projects. (1) At the University of Arizona, a prototype called Plexsys was developed building on the PSL/PSA project. (2) At the University of Minnesota a system called SAMM (Software Aided Meeting Management) was created. (3) At Xerox PARC, Colab was developed. (4) Researchers at the University of Michigan developed MAC-based EMS-tools.
The efforts differed in their goals: While work at Xerox PARC focused on small cooperating groups of 2 – 6 individuals, work at the University of Arizona focused on groups of 16 – 24.
The late 1980s saw the beginnings of a commercial market for EMS. In 1989, the University of Arizona founded Ventana Corporation to transfer the Plexsys technology from the laboratory to the workplace. In 1992 Xerox PARC spun off Live Works Inc which developed the product LiveBoard based on the project Colab. [4]
Group Systems, which was developed by the Ventana Corporation, is generally acknowledged to be the ancestor of modern EMS. Group Systems provided the standard functionality of modern EMS such as brainstorming and categorization, votes and discussions in the context of a chronological agenda. Contributions could be entered in parallel and anonymously. The results of one step of the meeting process e.g., a brainstorming, could be copied to a follow-up tool e.g., a vote.
The product was based on Clients running on Microsoft Windows machines which accessed a server running a Paradox database via a mapped drive on the local network (LAN). The limitation to local ("same place") meetings, the substantial infrastructure requirements and the complexities of controlling the software prevented widespread adoption. Consequently, Group Systems was developed as a tool for the expert facilitator of computer-aided meetings. These meetings were often conducted in custom computer-equipped conference rooms or by specialised consultancies with dedicated kit.
In the late 1990s and early 2000s further EMS such as the Dutch Inteam or the American Meetingworks sprang up. As LAN-based client-server systems they shared the limitations of such systems. In contrast, facilitate.com adopted HTML suffering the (then) severe functional limitations of that technology for the advantage of working over the Internet.
Since 2005 EMS development has focused on browser-based systems and easy to use GUIs. Prototypical for this generation of EMS are the product Thinktank [5] which is based on Group Systems, the later MeetingSphere [6] the anonymous electronic brainstorming focused Monsoon [7] and the pure HTML yet another Meeting [8] All of these products deliver the functionality of an EMS over the Internet, however, they differ as to their focus and functional depth: MeetingSphere and Spilter [9] are very complete, functional, user-friendly and professional. ThinkTank provides and extends rich functionality with an eye to professionally facilitated workshops. yaM, and other pure HTML options position their products as integrated tool kits for everyday online meetings and workshops as well as the asynchronous work of virtual teams.
A special role is played amongst EMS by the product nextModerator which provides interactive tools to very large groups assembled in one location for a special event.
On the territory of post Soviet countries and Western Europe an important part in popularization and development of EMSs in recent years played locally-developed systems like SW 6000, PATENTEM, [10] GlavCom etc.
An electronic meeting system is a suite of configurable collaborative software tools that can be used to create predictable, repeatable patterns of collaboration among people working toward a goal. With an electronic meeting system, each user typically has his or her own computer, and each user can contribute to the same shared object (session) at the same time. Thus, nobody needs to wait for a turn to speak and people don't forget what they want to say while they are waiting for the floor. When a group or a group's host deem it appropriate, people can contribute anonymously to most electronic meeting systems tools: this allows the group to focus on the content of ideas, rather than their sources.
Most EMS provide the standard functionalities described below but differ markedly in the handling and functional depth of these tools. Further, they differ by the set of additional tools they provide and by the way they are administered or integrated into a corporate IT environment. They also differ in the degree of interoperability with web conferencing systems for screen sharing and voice conferencing.
In an electronic brainstorming, the group creates a shared list of ideas. In contrast to paper-based brainstorming or brain-writing methods, contributions are directly entered by the participants and immediately visible to all, typically in anonymous format. By overcoming social barriers with anonymity and process limitations with parallelized input, more ideas are generated and shared with less conformity than in a traditional brainstorming or brain-writing session. The benefits of electronic brainstorming increase with group size. [11]
In many cases, subsequent to a brainstorming session or the collection of contributions, ideas require categorization. For this, in modern EMS, participants drag contributions from the shared list to category folders or buckets.
Discussion tools in EMS resemble a structured chat which may be conducted on separate topics in parallel, often based on a superordinate task or question. Parallelization occurs at multiple levels: (1) At the level of multiple topics which are presented for discussion at the same time. Participants are free to contribute to some topics while merely scanning others. (2) Further, parallelization occurs at the level of contributions which the participants can enter independently of each other. Discussions are conducted anonymously or named. In most EMS group identity is also available (e.g., "marketing department").
Compared to an oral discussion, an electronic discussion enables a much more intensive exchange of arguments in shorter time. With anonymity, interpersonal conflict is minimized, peer pressure reduced. In many cases, a parallel electronic discussion enables the exploration of topics which would have been bypassed in traditional settings for lack of time.
Sophisticated EMS provide a range of vote methods such as numeric scale, rank order, budget or multiple selection. In more advanced systems, a ballot list can be subjected to multiple votes on multiple criteria with different vote methods for utility or impact analysis. Results are available in real time, typically both as tables and charts.
Further features include integration with social media as well as a Q&A system. [12]
In contrast to voting methods available in traditional workshops such as raising hands or the placing of sticky notes on a white board, electronic votes are anonymous and provide for a more differentiated assessment of ideas, opinions or facts. Some EMS provide for voting with group identity for extra insight into the structure of consensus or dissent.
Modern EMS organize the process of a meeting into an agenda which structures the activities of a meeting or workshop by topic, chronology and the use of a supporting tool. From the agenda, the host (facilitator) of the meeting invites ("starts") the participants to contribute to the various activities. In some EMS, agendas can be copied from an existing meeting or from meeting templates.
The results of an EMS-based meeting exist as content in a database. The content can be exported to a file, delivered to an externally integrated system of record, or simply printed. Formatting and available file formats differ substantially between EMS, with commonly available options including HTML, Markdown, and office document formats.
Modern EMS support both synchronous (participants meet at the same time) and asynchronous (participants contribute at different times) meetings.
Synchronous meetings provide for immediate, spontaneous interaction between participants. Asynchronous meetings increase participant availability by setting no more than a time frame in which the participants are free to contribute in their own time. Asynchronous meetings are a good option when reflected input is required rather than instant spontaneous interaction.
Technically, synchronous and asynchronous meetings differ by the time for which tools are available to the participants. In a typical synchronous meeting, all participants are active in one shared activity. For this, synchronous meetings usually require support by a voice conference for oral interaction within the group and screen sharing by web conference for presenting non-EMS content.
In contrast, asynchronous sessions often involve multiple activities for contribution. The actual meeting and direct interaction between two or more participants in a particular activity are coincidental. Asynchronous sessions are often employed for gathering feedback or input. Asynchronous sessions can be conducted independently of synchronous meetings or in the run-up to such meetings or in the aftermath, e.g. to discuss questions unresolved in the meeting.
EMS differ substantially in the way and the extent to which they support asynchronous meetings. Differences include the duration of asynchronous meetings (24 hours/days/weeks), support for planning and publication of asynchronous meetings (agenda, invitations) and the licensing model (flat-rate, pay-per-use, concurrent meetings, concurrent users, etc.).
Electronic meeting systems have been designed to enhance group effectiveness, efficiency and satisfaction. Face-to-face groups can suffer from a number of process losses including: [13] [14]
Consequently, the advantages of EMS supported meetings vs traditional face-to-face meetings and workshops are:
The majority of drawbacks of EMS versus traditional conferences or workshops have been overcome by technological progress or by adaptation of EMS to particular target groups and their dominant use cases:
The remaining drawbacks mostly result from the physical distribution of the participants when meeting online. Video conferences can only make up in part for not meeting in person.
Collaborative software or groupware is application software designed to help people working on a common task to attain their goals. One of the earliest definitions of groupware is "intentional group processes plus software to support them."
In computer science, inter-process communication (IPC), also spelled interprocess communication, are the mechanisms provided by an operating system for processes to manage shared data. Typically, applications can use IPC, categorized as clients and servers, where the client requests data and the server responds to client requests. Many applications are both clients and servers, as commonly seen in distributed computing.
Computer-supported cooperative work (CSCW) is the study of how people utilize technology collaboratively, often towards a shared goal. CSCW addresses how computer systems can support collaborative activity and coordination. More specifically, the field of CSCW seeks to analyze and draw connections between currently understood human psychological and social behaviors and available collaborative tools, or groupware. Often the goal of CSCW is to help promote and utilize technology in a collaborative way, and help create new tools to succeed in that goal. These parallels allow CSCW research to inform future design patterns or assist in the development of entirely new tools.
Brainstorming is a creativity technique in which a group of people interact to suggest ideas spontaneously in response to a prompt. Stress is typically placed on the volume and variety of ideas, including ideas that may seem outlandish or "off-the-wall". Ideas are noted down during the activity, but not assessed or critiqued until later. The absence of criticism and assessment is intended to avoid inhibiting participants in their idea production. The term was popularized by advertising executive Alex Faickney Osborn in the classic work Applied Imagination (1953).
A collaboration tool helps people to collaborate. The purpose of a collaboration tool is to support a group of two or more individuals to accomplish a common goal or objective. Collaboration tools can be either of a non-technological nature such as paper, flipcharts, post-it notes or whiteboards. They can also include software tools and applications such as collaborative software.
Asynchronous learning is a general term used to describe forms of education, instruction, and learning that do not occur in the same place or at the same time. It uses resources that facilitate information sharing outside the constraints of time and place among a network of people. In many instances, well-constructed asynchronous learning is based on constructivist theory, a student-centered approach that emphasizes the importance of peer-to-peer interactions. This approach combines self-study with asynchronous interactions to promote learning, and it can be used to facilitate learning in traditional on-campus education, distance education, and continuing education. This combined network of learners and the electronic network in which they communicate are referred to as an asynchronous learning network.
Media richness theory (MRT), sometimes referred to as information richness theory, is a framework used to describe a communication medium's ability to reproduce the information sent over it. It was introduced by Richard L. Daft and Robert H. Lengel in 1986 as an extension of information processing theory. MRT is used to rank and evaluate the richness of certain communication media, such as phone calls, video conferencing, and email. For example, a phone call cannot reproduce visual social cues such as gestures which makes it a less rich communication media than video conferencing, which affords the transmission of gestures and body language. Based on contingency theory and information processing theory, MRT theorizes that richer, personal communication media are generally more effective for communicating equivocal issues in contrast with leaner, less rich media.
An online learning community is a public or private destination on the Internet that addresses its members' learning needs by facilitating peer-to-peer learning. Through social networking and computer-mediated communication, or the use of datagogies while people work as a community to achieve a shared learning objective. The community owner may propose learning objectives or may arise out of discussions between participants that reflect personal interests. In an online learning community, people share knowledge via textual discussion, audio, video, or other Internet-supported media. Blogs blend personal journaling with social networking to create environments with opportunities for reflection.
Synchronous learning refers to a learning event in which a group of students are engaging in learning at the same time. Before learning technology allowed for synchronous learning environments, most online education took place through asynchronous learning methods. Since synchronous tools that can be used for education have become available, many people are turning to them as a way to help decrease the challenges associated with transactional distance that occurs in online education. Several case studies that found that students are able to develop a sense of community over online synchronous communication platforms.
Virtual collaboration is the method of collaboration between virtual team members that is carried out via technology-mediated communication. Virtual collaboration follows the same process as collaboration, but the parties involved in virtual collaboration do not physically interact and communicate exclusively through technological channels. Distributed teams use virtual collaboration to simulate the information transfer present in face-to-face meetings, communicating virtually through verbal, visual, written, and digital means.
Synchronous conferencing or synchronous computer-mediated communication (SCMC) is any form of computer-mediated communication that occurs in real-time; that is, there is no significant delay between sending and receiving messages. SCMC includes real-time forms of text, audio, and video communication. SCMC has been highly studied in the context of e-learning.
Asynchronous conferencing or asynchronous computer-mediated communication is the formal term used in science, in particular in computer-mediated communication, collaboration and learning, to describe technologies where there is a delay in interaction between contributors. It is used in contrast to synchronous conferencing, which refers to various "chat" systems in which users communicate simultaneously in "real time".
Especially in computer-mediated communication, it is emerging as a tool that can create opportunities for collaboration and support the inquiry process. In this form of communication, face-to-face conversation is not required, and the conversation can last for a long time. It has mostly been useful for online discussions and idea sharing which can be used for learning purpose or for solving problems over geographically diverse work-field.
Similar to computer-supported collaborative learning (CSCL), virtual collaborative learning environments aim to produce technology-based learning processes where participants can work together as a group to construct and share knowledge. Such environments “provide a rich opportunity for collaborative knowledge building, particularly through peer-to-peer dialogue.
Collaborative search engines (CSE) are Web search engines and enterprise searches within company intranets that let users combine their efforts in information retrieval (IR) activities, share information resources collaboratively using knowledge tags, and allow experts to guide less experienced people through their searches. Collaboration partners do so by providing query terms, collective tagging, adding comments or opinions, rating search results, and links clicked of former (successful) IR activities to users having the same or a related information need.
Collaborative information seeking (CIS) is a field of research that involves studying situations, motivations, and methods for people working in collaborative groups for information seeking projects, as well as building systems for supporting such activities. Such projects often involve information searching or information retrieval (IR), information gathering, and information sharing. Beyond that, CIS can extend to collaborative information synthesis and collaborative sense-making.
Real-time Delphi (RTD) is an advanced form of the Delphi method. The advanced method "is a consultative process that uses computer technology" to increase efficiency of the Delphi process.
An online interview is an online research method conducted using computer-mediated communication (CMC), such as instant messaging, email, or video. Online interviews require different ethical considerations, sampling and rapport than practices found in traditional face-to-face (F2F) interviews. Online interviews are separated into synchronous online interviews, for example via online chat which happen in 'real time' online and asynchronous online interviews, for example via email conducted in non-real time. Some authors discuss online interviews in relation to online focus groups whereas others look at online interviews as separate research methods. This article will only discuss online interviews.
In computer supported brainstorming, team members contribute their ideas through electronic means either synchronously or asynchronously. The brainstorming software selected by the team mediates the individual interactions and helps to organize and shape the products of the brainstorming session. Computer supported brainstorming can be implemented using a wide variety of electronic technologies.
Online deliberation is a broad term used to describe many forms of non-institutional, institutional and experimental online discussions. The term also describes the emerging field of practice and research related to the design, implementation and study of deliberative processes that rely on the use of electronic information and communications technologies (ICT).
Online learning involves courses offered by primary institutions that are 100% virtual. Online learning, or virtual classes offered over the internet, is contrasted with traditional courses taken in a brick-and-mortar school building. It is a development in distance education that expanded in the 1990s with the spread of the commercial Internet and the World Wide Web. The learner experience is typically asynchronous but may also incorporate synchronous elements. The vast majority of institutions utilize a learning management system for the administration of online courses. As theories of distance education evolve, digital technologies to support learning and pedagogy continue to transform as well.
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