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Abstract

For 3 years, the authors of this article and several other colleagues have worked with 11 nonprofit community groups to help them take greater control of their information technology in terms of technology acceptance, adoption, and literacy through a research project. As part of this project, the authors explored informal learning methods that the groups could benefit from and practiced them with the community representatives who played key roles in the daily life of the organizations. In the present article, the authors reflect on the developmental trajectories observed for two individuals, each from a different nonprofit organization, with respect to information technology efficacy and ability. The authors analyze these trajectories as a sequence of the following four technology-related roles-technology consumers, technology planners, technology doers, and technology sustainers. The authors describe these roles, the methods used to promote informal learning, and implications for other researchers studying informal learning in communities.

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Abstract

Prior research has discovered that groups tend to discuss shared information while failing to discuss unique information in decision-making processes. In our study, we conducted a lab experiment to examine the effect of prediscussion note-taking on this phenomenon. The experiment used a murder-mystery hidden profile task. In all, 192 undergraduate students were recruited and randomly assigned into 48 four-person groups with gender being the matching variable (i.e., each group consisted of four same-gender participants). During the decision-making processes, some groups were asked to take notes while reading task materials and had their notes available in the following group discussion, while the other groups were not given this opportunity. Our analysis results suggest that (a) the presence of an information piece in group members' notes positively correlates with its appearance in the subsequent discussion and note-taking positively affects the group's information repetition rate; (b) group decision quality positively correlates with the group's information sampling rate and negatively correlates with the group's information sampling/repetition bias; and (c) gender has no statistically significant moderating effect on the relationship between note-taking and information sharing. These results imply that prediscussion note-taking could facilitate information sharing but could not alleviate the biased information pooling in hidden profile tasks.

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