Journal articles: 'Collaborative communication'

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Beckett, Cynthia D., and Gayle Kipnis. "Collaborative Communication." Journal For Healthcare Quality 31, no. 5 (September 2009): 19–28. http://dx.doi.org/10.1111/j.1945-1474.2009.00043.x.

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Gandasari, Dyah, Sarwititi Sarwoprasodjo, Basita Ginting, and Djoko Susanto. "Proses Kolaboratif Antarpemangku Kepentingan pada Konsorsium Anggrek berbasis Komunikasi." MIMBAR, Jurnal Sosial dan Pembangunan 31, no. 1 (June 8, 2015): 81. http://dx.doi.org/10.29313/mimbar.v31i1.1109.

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Collaboration among government, agribusiness institutions, research and development institutions, and association, is one factor to improve the competitiveness of agribusiness. Collaborative process through an interactive approach is needed to produce effective communication. Various patterns in the communication network can be a collaborative process including information and messages. Communications infrastructure is one tool that can be built as a collaboration strategy. Information and communication systems that can be built as a collaboration and sharing information is the mailing list.The objective of this article is to identify the process of collaboration in the orchid consortium. This article describes how the collaborative process among agribusiness stakeholders through a descriptive study of orchid consortium using accommodation, group and communication networks theory with NVivo 2.0 and Ucinet 6 softwares

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Rogers, Peter, Judy Burnside-Lawry, Jelenko Dragisic, and Colleen Mills. "Collaboration and communication." Disaster Prevention and Management 25, no. 1 (February 1, 2016): 75–90. http://dx.doi.org/10.1108/dpm-01-2015-0013.

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Purpose – The purpose of this paper is to provide a case study of Participatory Action Research (PAR), reporting on a collaboration, communication and disaster resilience workshop in Sydney, Australia. The goal of the workshop was to explore the challenges that organisations perceive as blockages to building community disaster resilience; and, through collaborative practitioner-led activities, identify which of those challenges could be best addressed through a deeper engagement with communication research. Design/methodology/approach – The authors link communication, collaboration and disaster resilience through the lens of PAR, detailing how communication and resilience experts can collaborate to improve disaster prevention, management and mitigation practice. Findings – The authors identify a number of theoretical considerations in understanding horizontal and vertical interfaces for improved communication. The authors also highlight how practical collaborative workshops can draw on communication researchers to facilitate collaborative resilience activities. PAR is shown to help move participant focus from resolving inter/intra-organisational tensions to facilitating public good, offering evidence-based recommendations which will foster a more reflexive and communicative approach to building disaster resilient communities. Research limitations/implications – This paper does not seek to apply community resilience to the general public, no community representatives were present at the workshop. This does not mean that the focus is on organisational resilience. Rather the authors apply PAR as a way to help organisations become more engaged with PAR, communication research and collaborative practice. PAR is a tool for organisations to use in building community resilience, but also a means to reflect on their practice. Whilst this should help organisations in building more resilient communities the take up of practice by participants outside of the workshop is a matter for future research. Practical implications – This method of collaborative resilience building could significantly improve the shared responsibility amongst key organisations, mobilising skills and building awareness of integrated resilience thinking in practice for stakeholders in disaster management activities. Originality/value – This paper provides original evidence-based research, showing the linkages between communication theory, collaboration practice and the tools used by organisations tasked with building community resilience. This innovative synthesis of skills can aid in building PAR led disaster resilience across prevention, preparation and mitigation activities for all potential hazards, threats and/or risks, however, it will be particularly of interest to organisations engaged in community resilience building activities.

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Neto, Raul Antonio Cortiana, Kleinner Farias, Vinicius Bischoff, and Lucian José Gonçales. "Supporting collaborative modelling in UML class diagrams." Revista Brasileira de Computação Aplicada 11, no. 3 (September 10, 2019): 39–46. http://dx.doi.org/10.5335/rbca.v11i3.8469.

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Background. Modeling architectural aspects of the system is an essential activity in software development. Inthis context, developers work in parallel, and collaborate to define application software models, such as classdiagrams. Problem. Although many software modeling tools have been proposed, there is a lack of distributed collaboration features. Solution. This study proposes C-SAMT, a web tool for collaborative modeling of UML class diagrams. Developers can benefit from using C-SAMT when performing modeling tasks, such as creating domain models in parallel, and collaboratively. Evaluation. We recruited 20 industry professionals to perform a qualitative evaluation of the tool through a questionnaire. Results. Majority of Industry professionals (85%, 17/20) reported that totally agree that the communication channel of the tool worked properly, they also (80%, 16/20) totally agreed the models generated collaboratively with C-SAMT had small numbers of conflicts, and they also (90%, 18/20) perceived improved productivity gains using the proposed tool. Conclusion. C-SAMT provided a collaborative environment, which were positively evaluated by developers, who reported that C-SAMT had a good communication channel between team members.

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Hathorn, Lesley G., and Albert L. Ingram. "Cooperation and Collaboration Using Computer-Mediated Communication." Journal of Educational Computing Research 26, no. 3 (April 2002): 325–47. http://dx.doi.org/10.2190/7mkh-qvvn-g4cq-xrdu.

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This study operationally defined and measured collaboration and compared the products and structure of collaborative groups that used computer-mediated communication. Key characteristics of collaboration selected from the literature were interdependence, synthesis, and independence, and a model for evaluating these characteristics was developed. All communication in this study occurred via asynchronous computer-mediated communication, using a threaded Web discussion. Participants in the study were graduate students, studying the same course with the same instructor at two venues. The students were divided into small groups from one or both venues, and four of these groups were studied. All students were given a problem to solve involving the cost-benefit trade-offs of distance education. The groups received different instructions. Two of them were told to collaborate on a solution, and the other two were told to select a role and discuss the problem from that point of view. Groups that were instructed to collaborate were more collaborative, but they produced a solution of a lower quality than the other groups. No conclusions could be drawn from the results on the structure of the groups. The role of collaboration in problem solving is discussed along with methods for creating more effective collaboration.

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Prelock, Patricia A., Barbara L. Miller, and Nancy L. Reed. "Collaborative Partnerships in a Language in the Classroom Program." Language, Speech, and Hearing Services in Schools 26, no. 3 (July 1995): 286–92. http://dx.doi.org/10.1044/0161-1461.2603.286.

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This exchange describes the key components for establishing collaborative partnerships in the delivery of services to children with communication disorders: establishing a transdisciplinary approach to teaming, marketing the collaborative concept to enlist administrative support and recruit teachers, providing collaborative in-service training, and collaboratively planning and implementing lessons. A 3-year experience with a training grant emphasizing collaboration among speech-language pathologists and regular education teachers has led us to move beyond speech-language pathologists providing language experiences in the classroom to a more collaborative approach. Our collaborative teams share the responsibility for making decisions in the delivery of services to children with communication disorders.

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Krkovic, Katarina, Sascha Wüstenberg, and Samuel Greiff. "Assessing Collaborative Behavior in Students." European Journal of Psychological Assessment 32, no. 1 (January 2016): 52–60. http://dx.doi.org/10.1027/1015-5759/a000329.

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Abstract. Skilful collaborative problem-solving is becoming increasingly important in various life areas. However, researchers are still seeking ways to assess and foster this skill in individuals. In this study, we developed a computer-assisted assessment for collaborative behavior (COLBAS) following the experiment-based assessment of behavior approach (objective personality tests; Cattell, 1958 ). The instrument captures participants’ collaborative behavior in problem-solving tasks using the MicroDYN approach while participants work collaboratively with a computer-agent. COLBAS can thereby assess problem-solving and collaborative behavior expressed through communication acts. To investigate its validity, we administered COLBAS to 483 German seventh graders along with MicroDYN as a measure of individual problem-solving skills and questions regarding the motivation to collaborate. A latent confirmatory factor analysis suggested a five-dimensional construct with two problem-solving dimensions (knowledge acquisition and knowledge application) and three collaboration dimensions (questioning, asserting, and requesting). The results showed that extending MicroDYN to include collaborative aspects did not considerably change the measurement of problem-solving. Finally, students who were more motivated to collaborate interacted more with the computer-agent but also obtained worse problem-solving results.

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Mehlenbacher, Brad, Ashley Rose Kelly, Christopher Kampe, and Meagan Kittle Autry. "Instructional Design for Online Learning Environments and the Problem of Collaboration in the Cloud." Journal of Technical Writing and Communication 48, no. 2 (November 16, 2016): 199–221. http://dx.doi.org/10.1177/0047281616679112.

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To investigate how college students understand and use cloud technology for collaborative writing, the authors studied two asynchronous online courses, on science communication and on technical communication. Students worked on a group assignment (3–4 per group) using Google Docs and individually reflected on their experience writing collaboratively. This article explores leadership and how it interacts with team knowledge making and the collaborative writing process. Guidelines are outlined for instructors interested in adopting collaborative, cloud-based assignments, and the tension between providing clear instructional guidance for student teams and allowing teams to embrace the ambiguity and messiness of virtual collaboration are discussed.

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Hopkins, Michael T. "Collaborative Composing in High School String Chamber Music Ensembles." Journal of Research in Music Education 62, no. 4 (December 17, 2014): 405–24. http://dx.doi.org/10.1177/0022429414555135.

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The purpose of this study was to examine collaborative composing in high school string chamber music ensembles. Research questions included the following: (a) How do high school string instrumentalists in chamber music ensembles use verbal and musical forms of communication to collaboratively compose a piece of music? (b) How do selected variables (music performance and composing experience, quality of group collaboration, gender grouping, perceptions of the project) influence the process of composing collaboratively in a high school chamber music ensemble? and (c) What variables influence the quality of the resulting collaborative composition? High school string instrumentalists ( N = 37) formed eight chamber music ensembles. Participants completed a presurvey regarding music performance and composing experiences, were videotaped while composing chamber music compositions, and completed a postsurvey regarding their project experiences. All groups spent a larger percentage of time engaged in task-directed musical communication than in verbal communication. Balance of collaboration had a strong relationship with composition quality. Mixed-gender groups had a stronger balance of collaboration than same-gender groups. Postsurvey data indicated that enjoyment of the project was found to have a strong relationship with composition quality.

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Palanisamy, Ramaraj, and Jacques Verville. "Factors Enabling Communication-Based Collaboration in Interprofessional Healthcare Practice." International Journal of e-Collaboration 11, no. 2 (April 2015): 8–27. http://dx.doi.org/10.4018/ijec.2015040102.

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The healthcare system has moved from autonomous practice to a cross-disciplinary interprofessional team-based approach in which communication for collaborative care is vital. Ineffective communication contributes to the team's inability to work collaboratively and significantly increases the possibilities of mistakes occurring in the delivery of patient care. So, effective communication for collaborative care becomes necessary for ensuring patient safety. This paper aims to advance our understandings of current communication-based collaborative healthcare practices. Specifically, it explores the factors enabling communication-based inter-professional practice. A qualitative study was selected for obtaining real life experiences of healthcare professionals. Twenty-five participants participated in the study, and the descriptive interview method was used to obtain qualitative data. The enabling factors were grouped into five main themes: communication, coordination, cooperation, trust, and collaboration. Quotes from the participants are presented to augment the interpretation and enhanced description of the enabling factors. Managerial implications, areas for future research, and limitations are given besides the conclusions of the study.

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Aviv, Reuven, and Gady Golan. "Pedagogical Communication Patterns in Collaborative Telelearning." Journal of Educational Technology Systems 26, no. 3 (March 1998): 201–8. http://dx.doi.org/10.2190/nx78-nx2t-jlmt-p8bn.

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Collaborative learning is an indispensable part of Telelearning Distance Education courses. It is naturally implemented via such activities as data collection, projects, and field studies. The worldwide revolution in the telecommunication environment that has been gathering momentum in recent years is bringing radical changes in the collaboration channels. To prepare for these changes, it is vital to identify and solve a wide range of educational and organizational problems involving the embedding of learning and teaching procedures in a telecommunication rich environment. This article is concerned with the pedagogical communication patterns between students and tutors. The result of evaluating students behavior in a set of telelearning Computer Science courses show that they differentiate between the personal dimension of communicating with others and the group dimension which enable true collaborative work. The former depends mainly on the extent to which they need help, whereas the later depends on the design of the group collaboration and the creative leadership of the class teacher or the tutor.

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Tsai, Yvonne. "Collaborative Translation in the Digital Age." Research in Language 18, no. 2 (June 30, 2020): 119–35. http://dx.doi.org/10.18778/1731-7533.18.2.01.

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This study investigates the learning experiences of student translators participating in collaborative translation with and without the use of translation technology through collaborative translation teaching and practical exercises. The effectiveness and efficiency of two types of collaboration (face-to-face and virtual) are surveyed in terms of students’ cooperation and communication, the effort they invest into translation exercises, the importance they attach to these exercises, and the effectiveness of translation technology in collaborative translation. We use questionnaires to obtain a comprehensive overview of the translation process of and feedback on collaborative translation from student translators. Face-to-face and virtual collaborative translations are performed in English–Chinese translation courses to compare the learning effectiveness of virtual and face-to-face collaboration, enhance our understanding of how collaborative translation facilitates reciprocity, and offer recommendations to enhance translation teaching. This study develops collaborative translation teaching methods and designs collaborative translation curricula. Exploring the core criteria of collaboration, effectiveness, and efficiency through the reports of student translators collaborating face-to-face and online will contribute to the establishment of a collaborative translation framework.

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Su, Ying Ying, and Feng Rong Zhang. "Implementation of Collaborative Process Planning System." Advanced Materials Research 1006-1007 (August 2014): 373–76. http://dx.doi.org/10.4028/www.scientific.net/amr.1006-1007.373.

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To ensure competitiveness in today’s market, process planning should be collaboratively performed in manufacturing enterprises. Since process planning is a huge and complex job, several designers should process planning together. Designers consult with one another regarding the results through continuous communication and collaboration. In this research, key technologies are studied according to requirements analysis on collaborative process planning system. The flow is described based on the characters of collaborative process planning. The structure of this system is built and the system is implemented to save the cost and improve the reliability of process planning.

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Stasser, Garold, and Susanne Abele. "Collective Choice, Collaboration, and Communication." Annual Review of Psychology 71, no. 1 (January 4, 2020): 589–612. http://dx.doi.org/10.1146/annurev-psych-010418-103211.

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This article reviews recent empirical research on collective choice and collaborative problem solving. Much of the collective choice research focuses on hidden profiles. A hidden profile exists when group members individually have information favoring suboptimal choices but the group collectively has information favoring an optimal choice. Groups are notoriously bad at discovering optimal choices when information is distributed to create a hidden profile. Reviewed work identifies informational structures, individual processing biases, and social motivations that inhibit and facilitate the discovery of hidden profiles. The review of collaborative problem-solving research is framed by Larson's concept of synergy. Synergy refers to performance gains that are attributable to collaboration. Recent research has addressed factors that result in groups performing as well as their best member (weak synergy) and better than their best member (strong synergy). Communication dynamics underlying both collective choice and collaborative problem solving are discussed.

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Melis, Alicia P., and Michael Tomasello. "Chimpanzees ( Pan troglodytes ) coordinate by communicating in a collaborative problem-solving task." Proceedings of the Royal Society B: Biological Sciences 286, no. 1901 (April 17, 2019): 20190408. http://dx.doi.org/10.1098/rspb.2019.0408.

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Successful collaboration often relies on individuals' capacity to communicate with each other. Despite extensive research on chimpanzee communication, there is little evidence that chimpanzees are capable, without extensive human training, of regulating collaborative activities via communication. This study investigated whether pairs of chimpanzees were capable of communicating to ensure coordination during collaborative problem-solving. The chimpanzee pairs needed two tools to extract fruits from an apparatus. The communicator in each pair could see the location of the tools (hidden in one of two boxes), whereas only the recipient could open the boxes. The subjects were first successfully tested for their capacity to understand the pointing gestures of a human who indicated the location of the tools. In a subsequent conspecifics test, the communicator increasingly communicated the tools’ location, by approaching the baited box and giving the key needed to open it to the recipients. The recipient used these signals and obtained the tools, transferring one of the tools to the communicator so that the pair could collaborate in obtaining the fruits. The study suggests that chimpanzees have the necessary socio-cognitive skills to naturally develop a simple communicative strategy to ensure coordination in a collaborative task.

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Watson, Bernadette M., Michelle L. Heatley, Sue G. Kruske, and Cindy Gallois. "An empirical investigation into beliefs about collaborative practice among maternity care providers." Australian Health Review 36, no. 4 (2012): 466. http://dx.doi.org/10.1071/ah11104.

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Objective. To investigate agreement with the National Health and Medical Research Council (NHMRC) definition of collaboration in maternity care by care providers, and to examine their preferences for models of care in order to shed light on the lack of success in implementing collaborative practice. Methods. Maternity care providers completed a survey in Queensland. The final sample consisted of 337 participants, including 281 midwives (83.38%), 35 obstetricians (10.39%), and 21 general practitioners (6.23%). Results. Ninety-one percent of the participants agreed with the NHMRC definition of collaboration: Midwives (M = 5.97, s.d. = 1.2) and doctors (obstetricians and general practitioners: M = 5.7, s.d. = 1.35) did not differ significantly in their level of agreement with definition (t (332) = –1.8, P = .068). However, 72% of doctors endorsed a doctor-led model of care, whereas only 6.8% of midwives indicated agreement with it. Fewer (56%) doctors agreed with the midwife-led model of care, whereas 99.3% of midwives endorsed it. Conclusion. The concept of collaboration does not recognise the different interpretations by midwives and doctors of its impact on their roles and behaviours. Successful collaborative practice requires the development of guidelines that recognise these differences and specify the communication behaviour that would assist midwives and doctors to practice collaboratively. What is known about the topic? Across all healthcare contexts effective communication is a critical part of good patient care. Effective communication refers to communication between care providers and patients but also between different interprofessional care providers. In the area of maternity care one aspect of effective communication between maternity care providers is collaborative care. This paper highlights why collaborative care and effective communication between maternity care providers is lacking. We demonstrate that the NHMRC guidelines are interpreted differently according to the different professional role of the maternity care provider. What does this paper add? This paper empirically investigates the perceptions of maternity care providers. It shows that each maternity care profession has a different understanding about what collaboration means in practice. This paper acknowledges these different perceptions, which are usually not noted, and builds on this fact to improve effective communication and bring about collaborative care. What are the implications for practitioners? In this paper, we highlight that while maternity care practitioners all aspire to collaborative care, their perceptions of what collaborative care actually means differs according to professional role. For practitioners to move forward they must develop guidelines that take account of the respective philosophies and levels of different expertise each maternity care profession brings to a woman’s care. The guidelines will assist obstetricians and midwives to recognise their unique and specific areas of expertise, each of which may be required at different times according to a woman’s medical needs. This new approach to interprofessional differences will bring about trust and respect and assist collaborative care.

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Allen, Lai Yu-Hung. "Organizational Collaborative Capacities in Disaster Management: Evidence from the Taiwan Red Cross Organization." Asian Journal of Social Science 39, no. 4 (2011): 446–68. http://dx.doi.org/10.1163/156853111x597279.

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Abstract In the post disaster situation, relief organizations are expected to learn and adjust their capacity to collaborate with other major players such as nonprofit organizations, government agencies, and local workers. In other words, effective responses to disasters require capacity for collaboration on the part of emergency response agencies; however in disaster affected area, not every relief organization is equally capable of doing so. The capacity for organizations to collaborate with others in and after a disaster does not occur spontaneously or in a vacuum. Since organizational collaborative capacity is essential in disaster relief, it is imperative to present empirical evidence regarding organizational collaborative capacity. The purpose of this paper is to develop a working theory of what characteristics an emergency response organization needs in order to develop collaborative capacity. We analyze collaborative capacities by examining two events: the 2004 Asian Tsunami and the 2008 Wenchuan Earthquake. This piece argues that collaborative capacity, defined by purpose, structure communication and resources, is a requisite for collaboration in a post disaster situation. The implications for practitioners and scholars in post disaster society are discussed.

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Kavya, S. P., S. Harshitha, and T. Aruna P. Diviya. "“Zimcorp” – A Collaborative Web Application for Enhancing Intracorporate Communication." International Journal of Trend in Scientific Research and Development Volume-2, Issue-3 (April 30, 2018): 1479–82. http://dx.doi.org/10.31142/ijtsrd11417.

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Iriskulovna, Yusupova Khabiba, and Yusupova Mokhira Iriskulovna. "Collaborative Educational Technology Of Preparing Students For Interethnic Communication." American Journal of Social Science and Education Innovations 02, no. 11 (November 30, 2020): 637–40. http://dx.doi.org/10.37547/tajssei/volume02issue11-110.

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This article describes the collaborative educational technology and its interactive and ethno pedagogical forms of education, aimed at ensuring the cooperation of the class, school community and school, family and cultural and educational institutions in preparing students for interethnic communication.

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Farrelly, Francis, Pascale Quester, and Felix Mavondo. "Collaborative communication in sponsor relations." Corporate Communications: An International Journal 8, no. 2 (June 2003): 128–38. http://dx.doi.org/10.1108/1356328031047571.

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Stubbe, Dorothy E. "Competent Communication in Collaborative Care." FOCUS 15, no. 3 (July 2017): 298–300. http://dx.doi.org/10.1176/appi.focus.20170016.

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Saab, Nadira, Wouter R. Joolingen, and Bernadette H. A. M. Hout-Wolters. "Communication in collaborative discovery learning." British Journal of Educational Psychology 75, no. 4 (December 2005): 603–21. http://dx.doi.org/10.1348/000709905x42905.

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Comiskey, David, Mark McKane, Robert Eadie, and David Eric Goldberg. "Providing Collaborative Education with an International Dimension." International Journal of 3-D Information Modeling 5, no. 2 (April 2016): 1–15. http://dx.doi.org/10.4018/ij3dim.2016040101.

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The BIM process, encompassing the use of Common Data Environments (CDEs), collaborative working and the sharing of approved, up-to-the-minute information, has revolutionized the construction industry. However, this method of delivery is something which is alien to many needing a paradigm shift in communication methods (Homayouni et al, 2010), as most are more familiar with traditional approaches such as email communication and sharing communication and sharing 'marked up' hard copies of drawings. In the technology driven world in which we live, it is important that those entering the industry from this point forward have an appreciation of this way of working. Therefore, this paper will provide an overview of a collaborative project which has been undertaken at Ulster University to help undergraduate students become familiar with this new way of working and communicating. The paper will outline how the students worked in multidisciplinary teams on a hypothetical building project, before collaborating asynchronously with students from Pennsylvania State University.

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Yang, Jun. "Participatory, self-organising, and learning." Target. International Journal of Translation Studies 32, no. 2 (July 2, 2020): 327–57. http://dx.doi.org/10.1075/target.19156.yan.

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Abstract This article presents a case study on communication in online collaborative translation projects, drawing on a community of amateur Chinese translators called Yeeyan. Centring on the concept of ‘translaboration’, the study explores the collaborative dimension of translation by examining conversational discourse during the translation process. It argues that participants play the role not only of translators, but also of translaborators, who self-organise and resolve various kinds of issues through collaboration. The study uses dialogue act analysis and social network analysis to investigate the features and influence of communication that drive and shape translation and other collaborative activities. The findings show that communication can help mitigate organisational and quality risks in online collaborative translation. A learning process embedded in peer communication is also found. The study enriches existing knowledge of translaboration as a model of transdisciplinary research of collaborative practices in multi-agent relationships, collective problem-solving and knowledge communication.

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Kaufman, D. R., V. G. Allen, E. H. Shortliffe, J. J. Cimino, R. A. Greenes, and V. L. Patel. "Toward a Framework for Computer-Mediated Collaborative Design in Medical Informatics." Methods of Information in Medicine 38, no. 03 (1999): 158–76. http://dx.doi.org/10.1055/s-0038-1634192.

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AbstractThe development and implementation of enabling tools and methods that provide ready access to knowledge and information are among the central goals of medical informatics. The need for multi-institutional collaboration in the development of such tools and methods is increasingly being recognized. Collaboration involves communication, which typically involves individuals who work together at the same location. With the evolution of electronic modalities for communication, we seek to understand the role that such technologies can play in supporting collaboration, especially when the participants are geographically separated. Using the InterMed Collaboratory as a subject of study, we have analyzed their activities as an exercise in computer- and network-mediated collaborative design. We report on the cognitive, sociocultural, and logistical issues encountered when scientists from diverse organizations and backgrounds use communications technologies while designing and implementing shared products. Results demonstrate that it is important to match carefully the content with the mode of communication, identifying, for example, suitable uses of E-mail, conference calls, and face-to-face meetings. The special role of leaders in guiding and facilitating the group activities can also be seen, regardless of the communication setting in which the interactions occur. Most important is the proper use of technology to support the evolution of a shared vision of group goals and methods, an element that is clearly necessary before successful collaborative designs can proceed.

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MESSEGUER, ROC, ESUNLY MEDINA, SERGIO F. OCHOA, JOSÉ A. PINO, ANDRES NEYEM, LEANDRO NAVARRO, and DOLORS ROYO. "COMMUNICATION SUPPORT FOR MOBILE COLLABORATIVE WORK: AN EXPERIMENTAL STUDY." International Journal of Information Technology & Decision Making 11, no. 06 (November 2012): 1035–63. http://dx.doi.org/10.1142/s0219622012400147.

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Advances in mobile computing and wireless communication are easing the evolution from traditional nomadic work to computer-mediated mobile collaborative work. Technology allows efficient and effective interaction among mobile users and also provides access to shared resources available to them. However, the features and capabilities of the communication infrastructure supporting these activities influence the type of coordination and collaboration employed by mobile collaborative applications in real work scenarios. Developers of these applications are typically unaware of the constraints the communication infrastructure imposes on mobile collaborative systems, because they are not easy to foresee. That leads to a high probability of communication problems in otherwise fully functional mobile collaborative support applications. This paper presents an experimental study with real devices and networks on a realistic physical environment that shows how ad hoc networks can effectively support mobile collaborative work and the practical limitations. The paper analyzes several networking issues and determines how they influence mobile collaborative work in various interaction scenarios. The paper also presents the lessons learned in the study and provides recommendations to deal with some networking issues related to real-world ad hoc networks.

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Parke, Karl, Nicola Marsden, and Cornelia Connolly. "Lay Theories Regarding Computer-Mediated Communication in Remote Collaboration." Open Praxis 9, no. 1 (March 31, 2017): 17. http://dx.doi.org/10.5944/openpraxis.9.1.502.

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Computer-mediated communication and remote collaboration has become an unexceptional norm as an educational modality for distance and open education, therefore the need to research and analyze students' online learning experience is necessary. This paper seeks to examine the assumptions and expectations held by students in regard to computer-mediated communication and how their lay theories developed and changed within the context of their practical experiences in conducting a remote collaborative project, through computer-mediated communication. We conducted a qualitative content analysis of students' final reports from an inter-institutional online course on computer-mediated communication and remote collaboration. The results show that students’ assumptions were altered and indicate the strong benefits of teaching how to collaborate remotely, especially if a blended approach of theory and practical application are combined.

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Orazi, Davide Christian, and Fiona Joy Newton. "Collaborative authenticity." European Journal of Marketing 52, no. 11 (November 12, 2018): 2215–31. http://dx.doi.org/10.1108/ejm-10-2016-0610.

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PurposeEffective communication of information is central to integrated care systems (ICS), particularly between providers and care-consumers. Drawing on communication theory, this paper aims to investigate whether and why source effects increase positive evaluations of health-related messages among care-consumers.Design/methodology/approachA preliminary online survey (N = 525) establishes the discriminant validity of the measures used in the main experimental study. The main study (N = 116) examines whether identical messages disclosed to be created by different sources (i.e. institutional, care-consumer, collaborative) lead to different message evaluations, and whether source credibility and similarity, and message authenticity, explain this process.FindingsIn comparison to any other source, messages disclosed to be co-created are evaluated more positively by care-consumers. This effect occurs through a parallel serial mediation carried over by perceptions of source credibility and source similarity (parallel, first serial-level mediators) and message authenticity (second serial-level mediator).Practical implicationsThe findings offer guidelines for leveraging source effects in ICS communication strategies, signaling how collaborative message sources increase the favorableness of health message evaluations.Originality/valueThis research demonstrates the efficacy of drawing on marketing communication theory to build ICS communication capacity by showing how re-configuring the declared source of informational content can increase positive evaluations of health-related messages. In so doing, this research extends existing literature on message authenticity by demonstrating its key underlying role in affecting message evaluations.

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Self, Trisha L., Linda M. Mitchell, Sean Hess, Karissa J. Marble, and Jeffrey Swails. "Developing a University-Based Interprofessional Education Diagnostic Team to Identify Children With Possible Autism Spectrum Disorder." Communication Disorders Quarterly 38, no. 3 (June 24, 2016): 185–92. http://dx.doi.org/10.1177/1525740116655774.

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Upon entering the workplace, speech-language pathologists (SLPs) are required to work on interprofessional teams, yet many of these professionals have not received adequate preservice instruction on how to collaborate. Furthermore, collaborating to provide services for children with autism spectrum disorder (ASD) has been found to improve developmental outcomes; however, many SLPs are not prepared to engage in this type of collaborative practice. Based on the American Speech-Language-Hearing Association’s (ASHA) recommendation that university programs include interprofessoinal education (IPE) into Communication Sciences and Disorders programs, coupled with the need to prepare students to provide interprofessional services for children with ASD, Wichita State University developed a field-based interprofessional diagnostic team for SLP students. The process used to develop this team followed Pickering and Embry’s recommended steps for cultivating interprofessional collaboration within a university environment. The purpose of this article is to describe the procedures used to develop the team and activities used to target competencies for interprofessional collaborative practice.

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Bier, Eric A., Dorrit Billman, Kyle Dent, and Stuart K. Card. "Collaborative Sensemaking Tools for Task Forces." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 53, no. 6 (October 2009): 439–43. http://dx.doi.org/10.1177/154193120905300601.

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Our work addresses the needs of multiple information workers collaborating on joint projects, which typically require finding, analyzing, and synthesizing information from heterogeneous sources. We report on iterative design, implementation, and assessment of collaborative tools for sensemaking tasks. Our goal is flexible, lightweight tools that both facilitate the activities done individually and lower the costs of effective collaboration. We suggest several approaches to enhance such collaborative sensemaking tools. These approaches include explicit representation of multiple team activities, integrated support for synchronous communication, and views of collected information that are tuned to both the reading and organizing phases of sensemaking. We present an integrated pair of tools, ContextBar and ContextBook, which illustrate these approaches, and describe the results from a formative evaluation of these tools.

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David, Kauffmann, and Carmi Golan. "The Mediating Effect of Interpersonal Trust on Virtual Team's Collaboration." International Journal of Knowledge Management 13, no. 3 (July 2017): 20–37. http://dx.doi.org/10.4018/ijkm.2017070102.

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This article examines the relationship between task-communication and five collaborative processes by exploring the mediating effect of interpersonal trust in a virtual team's environment. A multiple mediation model was developed to examine this relationship where cognitive-based trust and affective-based trust are defined as mediation variables between task-communication and the five processes of collaboration. The main results of this study show a significant correlation with a large effect size between task communication, trust and collaboration. Also, interpersonal trust is playing an important role as a mediating element in the relationship between task communication and collaboration. This is where the emotional side of trust is no less important than the rational side, if not even more, in some collaborative processes.

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Fischhoff, Baruch. "Evaluating science communication." Proceedings of the National Academy of Sciences 116, no. 16 (November 26, 2018): 7670–75. http://dx.doi.org/10.1073/pnas.1805863115.

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Effective science communication requires assembling scientists with knowledge relevant to decision makers, translating that knowledge into useful terms, establishing trusted two-way communication channels, evaluating the process, and refining it as needed. Communicating Science Effectively: A Research Agenda [National Research Council (2017)] surveys the scientific foundations for accomplishing these tasks, the research agenda for improving them, and the essential collaborative relations with decision makers and communication professionals. Recognizing the complexity of the science, the decisions, and the communication processes, the report calls for a systems approach. This perspective offers an approach to creating such systems by adapting scientific methods to the practical constraints of science communication. It considers staffing (are the right people involved?), internal collaboration (are they talking to one another?), and external collaboration (are they talking to other stakeholders?). It focuses on contexts where the goal of science communication is helping people to make autonomous choices rather than promoting specific behaviors (e.g., voter turnout, vaccination rates, energy consumption). The approach is illustrated with research in two domains: decisions about preventing sexual assault and responding to pandemic disease.

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Togher, Leanne. "Improving Communication for People with Brain Injury in the 21st Century: The Value of Collaboration." Brain Impairment 14, no. 1 (April 12, 2013): 130–38. http://dx.doi.org/10.1017/brimp.2013.3.

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This paper describes the value of collaboration from two perspectives. The first perspective highlights the benefit of teaching communication partners collaborative communication strategies to facilitate the interactions of people with traumatic brain injury (TBI). Collaborative strategies encompass the provision of collaborative intent, emotional and cognitive support, positive questioning styles and collaborative turn taking. Translating research outcomes into accessible resources is described with reference to the TBI Express website which has video demonstrations of conversation strategies for communication partners of people with TBI. The broader meaning of collaboration is also discussed, with particular focus on the advantages collaboration can provide in advancing rehabilitation outcomes for people with acquired brain injury, their families and social networks. Collaboration is described in terms of encompassing all relevant contributors to the development of research advances, including people with acquired brain injury, their families and social networks, stakeholders, clinicians, peak bodies, students and researchers. Two examples of large-scale research collaborations occurring within Australia are described, including the NHMRC Clinical Centre of Research Excellence in Aphasia Rehabilitation and the NHMRC Moving Ahead Centre for Research Excellence in Brain Recovery, also known as Moving Ahead.

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Baker, Michael J. "Collaboration in collaborative learning." Coordination, Collaboration and Cooperation 16, no. 3 (December 30, 2015): 451–73. http://dx.doi.org/10.1075/is.16.3.05bak.

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This paper presents a theorisation of collaborative activity that was developed in the research field known as “collaborative learning”, in order to understand the processes of co-elaboration of meaning and knowledge. Collaboration, as distinguished from cooperation, coordination and collective activity, is defined as a continued and conjoined effort towards elaborating a “joint problem space” of shared representations of the problem to be solved. An approach to analysing the processes of co-construction of a joint problem space is outlined, in terms of inter-discursive operations, together with approaches to defining different forms of cooperative activity. In conclusion, the specificity of this approach to defining collaboration is discussed in relation to other fields of research.

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Han, Sangsun, Kibum Kim, Seonghwan Choi, and Mankyu Sung. "Comparing Collaboration Fidelity between VR, MR and Video Conferencing Systems: The Effects of Visual Communication Media Fidelity on Collaboration." JUCS - Journal of Universal Computer Science 26, no. 8 (August 28, 2020): 972–95. http://dx.doi.org/10.3897/jucs.2020.052.

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Video/audio conferencing systems have been used extensively for remote collaboration over many years. Recently, virtual and mixed reality (VR/MR) systems have started to show great potential as communication media for remote collaboration. Prior studies revealed that the creation of common ground between discourse participants is crucial for collaboration and that grounding techniques change with the communication medium. However, it is difficult to find previous research that compares VR and MR communication system performances with video conferencing systems regarding the creation of common ground for collaborative problem solving. On the other hand, prior studies have found that display fidelity and interaction fidelity had significant effects on performance-intensive individual tasks in virtual reality. Fidelity in VR can be defined as the degree of objective accuracy with which the real-world is represented by the virtual world. However, to date, fidelity for collaborative tasks in VR/MR has not been defined or studied much. In this paper, we compare five different communication media for the establishment of common ground in collaborative problem-solving tasks: Webcam, headband camera, VR, MR, and audio-only conferencing systems. We analyzed these communication media with respect to collaborative fidelity components which we defined. For the experiments, we utilized two different types of collaborative tasks: a 2D Tangram puzzle and a 3D Soma cube puzzle. The experimental results show that the traditional Webcam performed better than the other media in the 2D task, while the headband camera performed better in the 3D task. In terms of collaboration fidelity, these results were somehow predictable, although there was a little difference between our expectations and the results.

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Kaushik, Radhika, Susan Kline, Prabu David, and D’Arcy John Oaks. "Differences between computer-mediated and face-to-face communication in a collaborative fiction project." International Journal of Cognition and Technology 1, no. 2 (December 31, 2002): 303–26. http://dx.doi.org/10.1075/ijct.1.2.06kau.

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In this paper we examine collaborative fiction writing in a face-to-face setting and in a computer-mediated environment (online chat). To understand the role of social presence in online collaborative work, participants were placed either in a high collaboration task that involved working toward a common storyline or a low collaboration task that involved working toward individual storylines. For the high collaboration task, although face-to-face was perceived as more convenient than computer-mediated communication, this preference did not translate into any difference in terms of the number of idea units generated. For the low collaboration task, where teammates pursued independent storylines, computer-mediated communication was preferred over face-to-face communication. Despite this preference for computer-mediated communication over face-to-face communication in the low collaboration task, participants in the face-to-face condition generated more idea units than those in the computer-mediated condition. These findings are examined within the framework of interactivity and social presence.

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Sun, Qiuli, and Kurt Gramoll. "Internet-based Distributed Collaborative Engineering Analysis." Concurrent Engineering 10, no. 4 (December 1, 2002): 341–48. http://dx.doi.org/10.1177/a030347.

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This paper proposes an engineering analysis environment that allows remote users to conduct three-dimensional finite element analysis collaboratively through the Internet. Java and Java 3D were chosen to develop the working prototype due to their advantages of platform-independence and network supporting. The environment allows remote users to work collaboratively on the same analysis object simultaneously. It reads the geometric data generated by the collaborative geometric modeling environment. The user can interact directly with the geometric model to perform operations, such as applying, editing, and deleting boundary conditions and forces. The operations are propagated among the team members, which creates a distributed shared environment. The commands are transmitted instead of the generated data, and thus the network traffic associated with the collaboration is minimized. Different from classical server/client models,# the environment adopts a strategy in which the client-side application has full analysis capabilities while the server only manages communication. The essential features for distributed collaboration are discussed. The actual design consideration of the working prototype is presented to help illustrate the complexity and development of the collaborative environment. The environment is open to the public at www.vcity.ou.edu.

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Hinds, Joanne M., and Stephen J. Payne. "Collaborative Inhibition and Semantic Recall: Improving Collaboration Through Computer-mediated Communication." Applied Cognitive Psychology 30, no. 4 (May 3, 2016): 554–65. http://dx.doi.org/10.1002/acp.3228.

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Hengst, Julie A. "Collaborative Referencing Between Individuals With Aphasia and Routine Communication Partners." Journal of Speech, Language, and Hearing Research 46, no. 4 (August 2003): 831–48. http://dx.doi.org/10.1044/1092-4388(2003/065).

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H. H. Clark (1992) argues that successful referencing depends on speakers and listeners working together to establish shared perspectives on target objects. In his collaborative referencing model, he identifies 3 phases in the referencing process: initiation, refashioning, and acceptance. For referencing tasks, successful collaboration can be seen in the streamlining of referencing expressions and in the decrease of overt collaborative effort across trials. Although previous studies have shown that speakers with aphasia can be successful on referencing tasks, they have not examined how that success is achieved through the collaborative work of the partners. Using a referencing task adapted from H. H. Clark and D. Wilkes-Gibbs (1986), this study examined how 4 adults with moderate-to-severe aphasia collaborated with routine communication partners (spouses or children). Overall, these pairs completed the referencing task trials with 96% accuracy and displayed referencing processes that generally conformed to Clark's collaborative referencing model. Close analysis of the discourse of these interactions revealed patterns of collaboration that went beyond Clark's model—the pairs used diverse verbal and nonverbal resources, actively negotiated the task across trials, and layered their own personal goals and perspectives onto these interactions. This study highlights the plasticity of functional communication (the diversity of ways the pairs worked together to complete the same task) and points to the importance of understanding processes of tacit learning that take place in social interactions.

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Cheaib, Nader, Samir Otmane, and Malik Mallem. "A Collaborative Multi-Agent Framework for Internet-Based Teleoperation Systems." International Journal of Agent Technologies and Systems 5, no. 2 (April 2013): 31–54. http://dx.doi.org/10.4018/jats.2013040102.

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This paper presents a conceptual model of an agent (called Collaborator Agent) intended to design collaborative software architectures based on multi-agent systems. The authors’ model combines astutely two research areas: Multi-Agent Systems (MAS) and Computer Supported Cooperative Work (CSCW). The particularity of their approach is the division of the collaborative process into three spaces according to Ellis' 3C model: communication, coordination and production. In their work, the authors extend the 3C model by adding a fourth space: collaboration. Hence, the authors present a model based on four types of agents (collaboration, communication, coordination and production) supporting the whole set of collaborative tasks. The model is used to create the conceptual software architecture of their MAS. The authors apply their conceptual model on the ARITI-C system for collaborative online robot teleoperation. Finally, the authors present a quantitative evaluation of the collaboration process in ARITI-C.

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Kim, Mi Jeong, Yeon Sook Hwang, and Ha Sung Hwang. "Utilising social networking services as a collective medium to support design communication in team collaboration." Archnet-IJAR: International Journal of Architectural Research 14, no. 3 (September 21, 2020): 409–21. http://dx.doi.org/10.1108/arch-02-2020-0025.

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PurposeA variety of collaborative technologies have been developed to support design communication among members of design teams, and understanding the affordances of these technologies is critical to effective design collaboration. This research explores the potential of social networking as a collective medium that encourages design communication among student designers at the conceptual stage of design in a studio course.Design/methodology/approachFor one semester, the student participants used different social networking services to communicate with their team members, and the authors analysed how they collaborated when solving a given problem using the collaborative tools.FindingsThe results show that various social networking platforms support students' communication of design and exploration of problems differently by affecting their clarification of ideas and information sharing. Collective discussion and online support are useful for framing problems and ideation in collaborative design.Originality/valueThis research proposes that social networking services appropriate to the activities needed to be chosen and provided to enable design communication to promote students' active learning through team collaboration.

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Schuett, Michael A., and Steve Selin. "Profiling Collaborative Natural Resource Initiatives and Active Participants." Northern Journal of Applied Forestry 19, no. 4 (December 1, 2002): 155–60. http://dx.doi.org/10.1093/njaf/19.4.155.

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Abstract Managers and citizens are becoming more involved in a collaborative management approach to natural resource decision-making. However, a limited amount of research has examined the profile of collaborative natural resource initiatives (CI) and its participants. The purpose of this study was to examine 30 CIs from across the United States and the “active participants” involved with the CIs. Using a mail survey, 647 stakeholders were queried about the CI including mission, size, membership, duration, motives for participation in the CI, and keys to successful collaboration. Reasons for stakeholder involvement included responsibility, concern over natural resource issues, and developing better partnerships. Keys to successful collaboration included six areas: development, information exchange, organizational support, personal communication, relationships/team building, and accomplishments. Practical information of results for stakeholders as well as resource managers involved in collaboration include: understanding participant motives, agreeing on mission, thorough and accurate communications, and developing support and relationships. Suggestions are given for future research on measuring success and including numerous perspectives on collaboration.

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Gisi, Mark A., and Cristiano Sacchi. "Co-CAD: A Collaborative Mechanical CAD System." Presence: Teleoperators and Virtual Environments 3, no. 4 (January 1994): 341–50. http://dx.doi.org/10.1162/pres.1994.3.4.341.

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It is becoming increasingly common for manufacturing design teams to be composed of members belonging to the same organization, yet located in geographically different places. This has significantly increased the need for better support of synchronous communication among team members collaborating over a design. Unfortunately, there is a considerable technological gap in the support for collaborative, synchronously communicating mechanical CAD systems. In this paper we describe a prototype system, CoCAD, that provides a number of features that support synchronous collaboration among a number of mechanical CAD engineers located at different sites. Some of these features include the ability for each person to edit a design, the ability for each user to customize their local view of a design, the ability for each user to share a common view of a design, a shared pointer, the ability for someone to join in the middle of a design session, and object ownership and access permissions.

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Yoon, Min Young. "How Interdisciplinary Teams Elicit Collaborative Communication." Academy of Management Proceedings 2017, no. 1 (August 2017): 12578. http://dx.doi.org/10.5465/ambpp.2017.12578abstract.

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Lawrence, Carolena Lyons. "Communication Technology to Develop Collaborative Skills." Journal of Educational Technology Systems 31, no. 2 (December 2002): 191–204. http://dx.doi.org/10.2190/hwyc-qga8-5aqq-jhbp.

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Is communication technology effective as an instructional tool in building collaborative skills? This study explores communication technology as an instructional tool in relationship to quality of interaction, individual productivity, group productivity, and satisfaction with the learning environment. To analyze the data in this study, a two-sample t-test was calculated on the dependent variables to determine the differences in students' perception using groupware versus face-to-face. The findings indicated that GDSS and EMS were viable tools as an instructional strategy in building collaborative skills in this study.

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Barile, Ami L., and Francis T. Durso. "Computer-mediated communication in collaborative writing." Computers in Human Behavior 18, no. 2 (March 2002): 173–90. http://dx.doi.org/10.1016/s0747-5632(01)00040-1.

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ITO, Teruaki, and Daisuke TOMITA. "Collaborative Communication System Using Shape Manipulation." Proceedings of the JSME annual meeting 2003.4 (2003): 271–72. http://dx.doi.org/10.1299/jsmemecjo.2003.4.0_271.

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Wang, Jinling, Amine Chellali, and Caroline G. L. Cao. "Haptic Communication in Collaborative Virtual Environments." Human Factors: The Journal of the Human Factors and Ergonomics Society 58, no. 3 (December 29, 2015): 496–508. http://dx.doi.org/10.1177/0018720815618808.

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Bhatt, Ami. "Effective Collaborative Communication in Hospice Care." Palliative Medicine & Care: Open Access 2, no. 1 (February 21, 2015): 01–13. http://dx.doi.org/10.15226/2374-8362/2/1/00116.

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Strawser, Michael G. "Building a collaborative communication ethics manifesto." Communication Teacher 33, no. 4 (February 5, 2019): 244–48. http://dx.doi.org/10.1080/17404622.2019.1575430.

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Journal articles on the topic 'Collaborative communication'

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