This paper proposes a conceptual framework to study the phenomenon of IT-enabled Organizational Transformation (IT-enabled OT) as a coevolution process of organizational routines and a new IT system. The framework’s objective is to understand IT-enabled OT in a holistic and integrated manner by investigating how actors perceive, interpret, appropriate, and enact, the new IT system in their work routines as well as how they align the new system and these routines with the social order and structures of the organization. It allows the examination of the reciprocal interactions between different aspects of organizational routines and a new IT system to enhance the understanding of how change unfolds in an organization during the implementation, the adoption, use, and adaptation of a new IT system. We illustrate the scope, the analytic and conceptual strength of the framework with a number of examples from the literature and, lastly, discuss its ontological positioning. The paper concludes with a call for further research to empirically validate and refine the proposed framework.

In comparison to traditional learning approaches, Cooperative Learning (CL) is a modern teaching strategy for improving academic performance. Educational institutions in the developed states, as compared to that of developing states, make effective use of CL techniques to enhance students academic achievements. This research is an attempt in that direction which is conducted on a sample of 70 male students of class 11th in the subject of Civics in Government Post Graduate College, Mardan. The 70 students were divided into two equal groups named experimental and control groups where the learning techniques, i.e., traditional and CL, were implemented. The impacts of both the learning methods on students� academic performance were investigated. It showed a significant difference in academic achievements of male students taught through the traditional methods and CL techniques. The findings also showed that CL has very positive impacts on students social and academic behaviors, increases their interest in learning.