• Asia pacific journal of information systems
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• v.3 no.1
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• pp.88-124
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• 1993

This paper reviewed major GDSS literatures from the "groupthink" standpoint, proposed a new framework for GDSS research, and suggested research issues. Despite a sizable amount of GDSS research for a dacade, the results tend to lack consistency, and still more studies are needed in many areas. One way to overcome the limitations is the thorough review of GDSS literatures and "groupthink" theories. Especially, groupthink/decision-making literatures provide many useful insights and guidelines for further exploring new GDSS research areas.

• Journal of Information Technology Services
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• v.12 no.3
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• pp.127-149
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• 2013

Is the social web environment in which production, distribution and consumption of information occurs from users an environment where manifestation of collective intelligence is easily made? Or is the social web environment a condition that incites people to depend on the groupthink due to biased information? It is important to conduct empirical studies on the possibility of social media as a tool of collective intelligence under the situation where conflicting opinions prevail. However, most of the existing studies related to this were limited to an exploratory research rather than an empirical research. In this regard, this study attempted to examine if the social media can perform a part as a platform of the collective intelligence empirically. Based on the experimental results, it can be safely said that the communication methods of social media showed its usefulness in both 'intellectual capacity of the group' and 'problem-solving skill of the group.'

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.707-715
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• 2019

The self-directed inquiry to improve students' core scientific competency is an important teaching method. Students experience a variety of difficulties in carrying out their inquiry tasks, sometimes fail to produce the desired results, or fail to perform a meaningless inquiry. This study was conducted to identify the causes of difficulties and failures in students' self-directed scientific inquiry. The study involved 16 high school students with experience in science research at science high schools and science-focused high schools. The data collection consisted of in-depth interviews centered on semi-structured open questions. Qualitative data analysis was imputed by finding paragraphs from the interview material that might reveal the difficulties and failures experienced by participants and the reasons for them. The study found that most of the causes of failure were lack of ability, incomplete procedures, and selection of complicated tasks. A variety of cognitive biases, such as overconfidence, planning fallacy, and groupthink, were also analyzed as causes. Based on the results of the study, it is necessary to develop an educational strategy that students can be fully prepared to reduce their trials and errors in a self-directed inquiry maximally.

• The Korean Journal of Archival Studies
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• no.43
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• pp.43-70
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• 2015

The value and validity of elite oral materials have been questioned because of their gaps with 'fact'. The purpose of this article is to analyze these gaps and to propose some solutions that can reduce the gaps. According to the analysis of this article, there are three types of the gaps that qualitatively differ from each other. The first type of the gaps is produced in the process of generation of memory. This type is made because informants cognize and memorize the facts that exist outside themselves. Selective cognition, selective memory and individual experience come under this category. The second type is produced in the process of preserving the memory. Forgetting and memory transformation are main examples of this type. The third type is produced in the process of the interviews with the informants. False statements or lies fall into this category. The main conclusions are as follows. 1) all gaps in oral materials are not necessarily negative. It is because Some of these gaps- the first and the second type- are not only parts of the real world but also very useful for interpreting the world. 2) The third type of the gaps are very harmful and it is need to be eradicated or reduced. For this, this article proposes some solutions.