TY - RPRT A1 - Sigl, Anna-Lena A1 - Fleischmann, Carolin A1 - Cardon, Peter A1 - Aritz, Jolanta A1 - Koße, Tamara T1 - Speech-to-text technology for global virtual teams: A SWOT analysis N2 - Virtual team meetings are increasingly supported with advanced technology. This study investigates the extent to which Al-enabled speech technology can be useful for global virtual teams (GVT). A survey was conducted in GVTs in 2020 and 2021, when people's lives were primarily dominated by the pandemic. A transcription software was used to support the collaboration. A total of 530 survey responses were analyzed using a structured approach- qualitative content analysis. The data was structured using the SWOT framework that aimed at comprehensively answering the research question "To what extent is the use of Al-supported speech technology in GVTs useful?". Al-generated transcripts are helping to overcome language and time zone barriers in GVT. Yet, they also cause misunderstandings and impact openness of communication. Further results and implications for GVT are discussed. T3 - Rosenheim Papers in Applied Economics and Business Sciences - 9 KW - Speech-to-text technology KW - global virtual teams KW - NLP KW - SWOT analysis Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:861-opus4-23270 ER - TY - CHAP A1 - Fleischmann, Carolin A1 - Seeber, Isabella A1 - Cardon, Peter A1 - Aritz, Jolanta T1 - Fostering Psychological Safety in Global Virtual Teams: The Role of Reminder Nudges and Team-based Interventions T2 - Proceedings of the 56th Hawaii International Conference on System Sciences N2 - Psychological safety, the feeling of being comfortable to express one’s ideas or opinions in teams, is a key determinant of successful global virtual teams. Even though there exists considerable knowledge about its antecedents, it is unknown how team-based (e.g., clarification of deliverables and deadlines) and technology-based (e.g., digital reminder nudges/ DRN) interventions foster psychological safety given cultural variations of team members. Based on a survey involving 148 participants, our data shows that both team-based interventions (TBI) and digital nudges foster psychological safety in global virtual teams. TBI are even more effective for high-context, indirect communicators than for low-context, direct communicators. However, digital nudges were equally effective across cultures for building psychological safety. These findings contribute to the literature on psychological safety as we show that not all antecedents hold equally across cultures and to the literature of digital nudges as we show the effectiveness of technology-based interventions in a team context. KW - Cross-Organizational and Cross-Border IS/IT Collaboration KW - chatbot KW - conversational agent KW - education KW - learning outcomes KW - pedagogical agent Y1 - 2023 UR - https://hdl.handle.net/10125/102673 SP - 365 ER - TY - CHAP A1 - Cardon, Peter A1 - Fleischmann, Carolin A1 - Aritz, Jolanta A1 - Ma, Haibing A1 - Springer, Ann A1 - Springer, Scott T1 - The Influence of Psychological Safety and Personality on Technology Acceptance of Team-Based Technology in Global Virtual Teams T2 - Proceedings of the 55th Hawaii International Conference on System Sciences N2 - Collaboration platforms for teams, such as Slack, are increasingly used in virtual teams. Conventional wisdom suggests attitudes about adopting these types of platforms is primarily driven by their affordances. Our project emerged from the premise that psychological safety and personality traits can also significantly influence attitudes related to technology adoption. This research of roughly 300 global virtual teams showed that psychological safety influences views of collaboration platforms in terms of performance expectancy, effort expectancy, and hedonic motivation. In addition, this research showed that personality traits influence views of collaboration platforms. These findings about psychological safety and personality traits suggest a team-development approach is an integral component of the technology adoption process. Recommendations for future research are provided. Y1 - 2022 UR - http://hdl.handle.net/10125/79406 ER - TY - JOUR A1 - Logemann, Minna A1 - Aritz, Jolanta A1 - Cardon, Peter A1 - Swartz, Stephanie A1 - Elhaddaoui, Terri A1 - Getchell, Kristen A1 - Fleischmann, Carolin A1 - Helens-Hart, Rose A1 - Li, Xiaoli A1 - Palmer-Silveira, Juan Carlos A1 - Ruiz-Garrido, Miguel A1 - Springer, Scott A1 - Stapp, James T1 - Standing strong amid a pandemic: How a global online team project stands up to the public health crisis JF - British Journal of Educational Technology N2 - The annual instructional virtual team Project X brings together professors and students from across the globe to engage in client projects. The 2020 project was challenged by the global disruption of the COVID-19 pandemic. This paper draws on a quantitative dataset from a post-project survey among 500 participating students and a qualitative narrative inquiry of personal experiences of the faculty members. The findings reveal how innovative use of a variety of collaboration and communication technologies helped students and their professors in building emotional connection and compassion to support each other in the midst of the crisis, and to accomplish the project despite connectivity disruptions. The results suggest that the role of an instructor changed to a coach and mentor, and technology was used to create a greater sense of inclusion and co-presence in student-faculty interactions. Ultimately, the paper highlights the role of technology to help the participants navigate sudden crisis affecting a global online instructional team project. The adaptive instructional teaching strategies and technologies depicted in this study offer transformative potential for future developments in higher education. KW - collaborative learning KW - communication KW - digital competences KW - distance learning KW - experiential learning KW - higher education KW - team working KW - virtual world Y1 - 2022 U6 - https://doi.org/10.1111/bjet.13189 VL - 53 IS - 3 SP - 577 EP - 592 ER -