A Conceptual Framework for the Electronic Performance Support Systems within IBM Lotus Notes 6 (LN6) Example

Journal Name:

Publication Year:

Author NameUniversity of Author
Abstract (2. Language): 
The concept of Electronic Performance Support Systems (EPSS) is containing multimedia or computer based instruction components that improves human performance by providing process simplification, performance information and decision support system. EPSS has become a hot topic for organizational development, human resources, performance technology, training, and educational development professionals. A conceptual framework of EPSS is constructed under five interrelated and interdependent domains for educational implications. The domains of the framework are online collaboration, cost-effectiveness, motivation, service management, and performance empowering. IBM Lotus Notes 6 (LN6) is used as an example application tool to illustrate the power of this framework. The framework describes a set of relevant events based upon deductive analyses for improving our understanding of the EPSS and its implications on education and training. The article is also pointed out that there are some similarities between the EPSS’ and the LN6’s specific features within this conceptual framework. It can provide some guidelines and benefits to researchers, educators, and designers as well.



Bates, M. E., & Allen, K. (1994). Lotus Notes in action: Meeting corporate information
needs. Database, 17, 4, 27-29.
Bayram, S. (2004). Revisioning Theoretical Framework of Electronic Performance Support
Systems (EPSS) within the Software Application Examples, TOJDE, Vol. 5, No.2.
Bayram, S.& Crossman, D. M. (1997). The utilization of EPSS in the Turkish Air Force
Academy. Paper presented at the annual Meeting of the AECT National Convention, February,
12-16, 1997, Albequerque, New Mexico.
Bayram, S.; Schwen, T.; Dillon, A. (July, 1996). A mathematical framework for the Lotus Notes
Release within the EPSS: An expanded definition of the Enriched Learning and Information
Environment. A technical report, School of Education and School of Library & Information
Science, Indiana University, Bloomington, IN.
Bielawski, L. & Lewand, R. (1990). Intelligent systems design, integrating expert systems,
hypermedia, and database technologies. John Wiley & Sons: New York.
Breiter, C. (1995). Constructivizm, socioculturalizm, and Popper’s world 3. Educational
Researcher, 23(7), 21-23
Bong, M. (1999). Role of self-efficiency and task value in predicting college students’ course
performance and future enrollment intentions. Cited in Joo, J. Y.; Bong, M.; Choi, H.J. (2000).
Self-Efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in
web based instruction. Educational Technology Research & Development, 48(2), 5-19.
Borthwick, A. G. (1993, April). Effects of keyboarding/typewriting on the Language arts
skills of elementary school students. Paper presented at the Annual Meeting of the AERA,
Atlanta, GA.
Cassidy, E. & Kurfman, D. (1977). Decision making as purpose and process. In D. Kurfman
(Ed.), Developing decision making skills. Arlington, VA: National Council for the Social
Chandler, T. N. (2000). Keeping current in a changing work environment: design issues in
re-purposing computer-based training for on -the-job training, International Journal of
Industrial Ergonomics, 26(2), 285-299.
Collis, B. & Verwijs , C. (1995). A human approach to electronic performance and learning
support systems: Hybrid EPSS s. Educational Technology, 35 (1), 5-21.
Computer Security (1996). Lotus Notes. A new security paradigm, Computer Law & Security
Report, 12(2), 112-114.
Diospatonyi, I., Syposs, Z., Viczian, Zs., Kollar, G., Lang-Lazi, M. (2000). Quality assurance
aspects in biochemical and chemical information technology, Computers & Chemical
Engineering, 24(2), 7.
Dorsey, L. T., Goodrum, D. A. , & Schwen, T. M. (1993). Just in time knowledge performance
support: A test of concept. Educational Technology, 33(11), 21-29.
Ellies, C. A., Gibbs, S. L. & Rein, G. L. (1993). Groupware: Some issues and experiences.
In R. M. Baecker (Ed.), Reading in groupware and computer-supported cooperative work (pp.
9-28). San Mateo, CA: Morgan Kaufmann.
Gery, G. J. (1995). Attributes and Behaviors of Performance Centered Systems. Performance
Improvement Quarterly, 8(1), 47-93.
Gery, G. J. (1991). Electronic Performance Support Systems: How and why to remake the
workplace through the strategic application of technology. Gery Performance Press, Tolland
Gilbert, N. J. & Driscoll, M. P. (2002). Collaborative knowledge building: a case study,
Educational Technology Research & Development, 50(1), 59-79.
Goodrum, D. A. , Dorsey, L. T., and Schwen, T. M. (1993). Defining and building an
enriched learning and information environment. Educational Technology, 33 (11), 10-20.
Goodyear, P. (1995). Situated action and distributed knowledge: A JITOL perspective on
Innovations in Education and Training International, 32 (1), 45-55.
Hannafin, R. D. , & Sullivan, H. J. (1996). Preferences and learner control over amount of
instruction. Journal of Educational Psychology, 88(1), 162-173.
Hancock, B. (1997). Stop that e-mail! You are probably breaking the law!, Information
Security Technical Report, 2(1), 8-9.
Haxel, C. (2002). Patent information at Henkel: from documentation and information to
collaborative information commerce, World Patent Information, 24(1), 25-30.
Heinich, R. (1973). Management models and instructional productivity. In R. G. Scalon & J.
Weinberger (Eds.), Improving productivity for school systems through educational
technology , pp. 203-219). Philadelphia, PA: Research for Better Schools.
Hoover, S. (1984). The elements of social scientific thinking (3rd ed.). New York: St.Martins
IBM Lotus Software (2003). IBM Lotus Software–Notes and Domino 6, (April 7, 2003)
Joo, J. Y.; Bong, M. ; Choi, H.J. (2000). Self-efficacy for self-regulated learning, academic selfefficacy,
and internet self-efficacy in web based instruction. Educational Technology Research
and Development, 48(2), 5-19.
Keller , J. M. (1992). Motivational systems. In H. Stolovitch & E. Keeps (Eds.), Handbook of
performance technology (pp. 277-293). San Francisco: Jossey-Bass.
Keller, J. M. ,& Litchfield, B. C. ( 2002). Motivation and performance. In A. A. Reiser and John
V. Dempsey (Eds.), Trends and Issues in Instructional Design and Technology, N.J.: Merril
Prentice Hall.
Kirkpatrick, D. L. (1998). Evaluating training programs: The four levels (2nd Ed.) San
Francisco, CA: Berrett Koehler.
Kubala, T. (1998). Addressing student needs: Teaching on the internet. T.H.E. Journal, 25(8),
Law, M. P., James, R. O., & Bryan, J. C. (1995). Developing electronic performance support
systems for professionals. Proceedings of the 17th Annual National Convention of the AECT,
Anaheim, CA, ERIC Document No: ED383284.
Liberman, K., & Rich, J. L. (1993). Lotus Notes Databases: The foundation of a virtual library.
Database, 16, 3, 33-40.
Lohrke, C. T.; Dolezal, H.; Reynolds, S. L. (1999). Analytical laboratory: world class distinction
with world-wide connection; from managing instrumentation to managing knowledge,
Laboratory Automation & Information Management, 34(1), 41-49.
Magliocca, L. A.; Sykes, D. J.; Anketell, M. T., and Tyree, R. B. (1993). the early integration
training project (EITP). : A project of the early educational program for children with
disabilities. Ohio State University, Columbus. Center for Special Needs Populations. ERIC
Document No: ED356575.
Marion, C. (2002). Attributes of performance-centered systems: What can we learn from five
years of EPSS/PCD competition award winners? Technical Communication; 49(4), 428-443.
Marion, C. (2000). Make way for interactive assistance,
Mayer, R. E. (1998). Cognitive, metacognitive, and motivational aspects of problem solving.
Instructional Science, 26(2), 49-63.
Murphy, J. (1991, March). Restructuring schools: Capturing and assessing the phenomena.
New York : Teachers College.
Ortiz, A.; Lario, F. , Ros, L. ; Hawa, M. (1999). Building a production planning process with an
Approach based on CIMOSA and workflow management systems, Computers in Industry,
40(2-3), 207-219.
Perez, M. & Rojas, T. (2000). Evaluation of workflow-type software produce: A case study,
Information & Software Technology, 42(7), 489-5003.
Reigeluth, C. M. (1993). Principles of educational systems design. International Journal of
Educational Research, 19 (2), 117-131.
Richey, R. (1986). the theoretical and conceptual bases of instructional design. New York
Seels, B. & Glasgow, Z. (1998). Making Instructional Design Decisions (2nd Ed.), Prentice Hall,
Inc., NJ.
Scales, G. R. (1994, February). Trends in instructional technology: educational reform and
electronic performance support systems. Proceedings of selected research and development
presentations at 16th the National Convention of the AECT, Nashville, TN., ERIC Document
No: ED373756.
Schnackenberg, H. L., & Sullivan, H. J. (2000). Learner control over full and lean computerbased
instruction under different ability levels, Educational Technology Research
&Development, 48(2), 19-35.
Schwen, T., Goodrum, D., Knuth, & Dorsey , L. (1993). on the design of an enriched learning
and information environment. Educational Technology, 33(11), 5-9.
Skyrme, D. (1997). Transforming Organizations Through Groupware-Lotus Notes in Action,
Long Range Planning, 30(2), 308-309.
Thomas, M. (1987, February). Coming to terms with the customer. Personnel Management,
pp. 24-29.
Thousand, J. S. and et al (1994). Creativity and collaborative learning: A practical guide to
empowering students and teachers. Paul H. Brookes Publishing Company, Inc., Baltimore,
MD. ERIC Document No: ED369547.
Tung, L. L.; Tan, J. H.; Er, J. P.; Lian, K.; and Turban, E. (2000). Adoption, implementation and
use of lotus notes in Singapore, International Journal of Information Management, 20(5),
Watkins, J. M. & Lusi, S. F. (1989, March). Facing the essential tensions: Restructuring from
Where you are. Paper presented at the annual meeting of the AERA, San Francisco.
Webster, J., and others (1993). The dimensionality and correlates of flow in human computer
interactions. Computers in Human Behavior, 9, 4, 411-26.

Thank you for copying data from http://www.arastirmax.com