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Journal articles on the topic 'Collaborative interaction'
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Hsieh, Yi Chin. "Learner interactions in face-to-face collaborative writing with the support of online resources." ReCALL 32, no. 1 (July 8, 2019): 85–105. http://dx.doi.org/10.1017/s0958344019000120.
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AbstractThis study explores interactions among language learners with the support of online resources in a collaborative writing task and how online resources assisted collaborating learners in the meaning-making process. The study was conducted in the freshman English course at a national university in Taiwan. Fifty-six students constructed an essay in pairs firstly without the support of online resources, and subsequently constructed another essay with the support of online resources. Each pair’s interactional patterns and dynamics of peer scaffolding across the two settings were examined. The findings show that the availability of online resources fosters a variety of interaction characteristics among learners with varied collaboration orientation. Results also suggest that learners’ collaboration predisposition at the onset plays a critical role in influencing the way they used online resources to support their interaction. This study thus suggests that learners’ collaborative patterns and their use of online resources have mutual impact, which may inform teachers seeking to integrate online resources to enhance their students’ collaborative learning.
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Yang, Ying, Tim Dwyer, Michael Wybrow, Benjamin Lee, Maxime Cordeil, Mark Billinghurst, and Bruce H. Thomas. "Towards immersive collaborative sensemaking." Proceedings of the ACM on Human-Computer Interaction 6, ISS (November 14, 2022): 722–46. http://dx.doi.org/10.1145/3567741.
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When collaborating face-to-face, people commonly use the surfaces and spaces around them to perform sensemaking tasks, such as spatially organising documents, notes or images. However, when people collaborate remotely using desktop interfaces they no longer feel like they are sharing the same space. This limitation may be overcome through collaboration in immersive environments, which simulate the physical in-person experience. In this paper, we report on a between-groups study comparing collaborations on image organisation tasks, in an immersive Virtual Reality (VR) environment to more conventional desktop conferencing. Collecting data from 40 subjects in groups of four, we measured task performance, user behaviours, collaboration engagement and awareness. Overall, the VR and desktop interface resulted in similar speed, accuracy and social presence rating, but we observed more conversations and interaction with objects, and more equal contributions to the interaction from participants within groups in VR. We also identified differences in coordination and collaborative awareness behaviours between VR and desktop platforms. We report on a set of systematic measures for assessing VR collaborative experience and a new analysis tool that we have developed to capture user behaviours in collaborative setting. Finally, we provide design considerations and directions for future work.
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Peltonen, Pauliina. "L2 fluency in spoken interaction: a case study on the use of other-repetitions and collaborative completions." AFinLA-e: Soveltavan kielitieteen tutkimuksia, no. 10 (July 2, 2018): 118–38. http://dx.doi.org/10.30660/afinla.73130.
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Second language (L2) speech fluency has usually been studied from an individual’s perspective with monologue speech samples, whereas fluency studies examining dialogue data, especially with focus on collaborative practices, have been rare. In the present study, the aim was to examine how participants maintain fluency collaboratively. Four Finnish upper secondary school students of English completed a problem-solving task in pairs, and their spoken interactions were analyzed qualitatively with focus on collaborative completions and other-repetions. The findings demonstrated that collaborative completions and other-repetitions contribute to interactional fluency by creating cohesion to the interaction. Collaborative completions were also used to help the interlocutor to overcome temporary (individual) disfluent phases. Overall, the findings suggest that individual and interactional fluency are intertwined in spoken interaction, which should be acknowledged in theoretical approaches to L2 fluency and in empirical studies examining L2 fluency in interactional contexts.
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Soni, Nikita, Ailish Tierney, Katarina Jurczyk, Schuyler Gleaves, Elisabeth Schreiber, Kathryn A. Stofer, and Lisa Anthony. "Collaboration around Multi-touch Spherical Displays: A Field Study at a Science Museum." Proceedings of the ACM on Human-Computer Interaction 5, CSCW2 (October 13, 2021): 1–34. http://dx.doi.org/10.1145/3476067.
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Multi-touch spherical displays that enable groups of people to collaboratively interact are increasingly being used in informal learning settings such as museums. Prior research on large flatscreen displays has examined group collaboration patterns in museum settings to inform the design of group learning experiences around these displays. However, previous research has shown differences in how users conceptualize interacting with spherical and flatscreen displays, thereby making it important to separately investigate how groups naturally collaborate around spherical displays in a museum setting. The spherical form factor of the display affords new forms of collaboration: unlike flatscreen displays, spherical displays do not have a definite front or center, thus intrinsically creating both shared and private touch interaction areas on the display based on users' viewing angles or physical arrangements. We conducted a 5-day long field study at a local science museum during which 571 visitors (370 adults and 201 children) in 211 groups interacted with a walk-up-and-use collaborative learning application showing global science data visualizations, on a multi-touch spherical display. We qualitatively analyzed groups' natural collaboration patterns including their physical arrangements (F-formations), their collaboration profiles (e.g., turn-taker or independent), and the nature of group discussion around the display. Our results show that groups often engaged in both independent as well as closely collaborative group explorations when interacting around the sphere: physical spacing between group members around the sphere was strongly linked to the way groups collaborated. It was less common for group members to make and accept suggestions or coordinate touch interactions when they did not share the same fields-of-view or touch interaction space with each other around the sphere. We discuss implications for supporting group collaboration in this context which will inform the design of future walk-up-and-use multi-touch spherical display applications for use in public settings.
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KAPITANOFF, SUSAN, and CAROL PANDEY. "COLLABORATIVE TESTING IN STATISTICS: GROUP INTERACTION, ANXIETY, AND CLASS PERFORMANCE." STATISTICS EDUCATION RESEARCH JOURNAL 17, no. 2 (November 30, 2018): 51–67. http://dx.doi.org/10.52041/serj.v17i2.158.
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Seventy-one students in two community college Statistics for the Social Sciences classes took six exams either individually or collaboratively. Assignment to test condition was randomly determined for each exam. Scores on collaboratively-taken exams were significantly higher than those for individually-taken exams, particularly for students with low GPAs and high test anxiety. Women’s, but not men’s, performances on the mid-term and final exams was related to the quality and quantity of their collaborative interactions. Thus, examining both quantity and quality of collaboration adds to our understanding of the underlying mechanisms of collaborative testing. First published November 2018 at Statistics Education Research Journal Archives
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Lailiyah, Malikhatul, and Karlina Karadila Yustisia. "Collaborative Concept Mapping: A Study of Group Work Satisfaction in Vocational Higher Education." Journal of Vocational Education Studies 5, no. 2 (December 15, 2022): 312–21. http://dx.doi.org/10.12928/joves.v5i2.6181.
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Collaboration is gaining traction in today's educational environment. Thus, teachers' primary concern is assisting students in experiencing group knowledge collaboration. As online education continues to grow in popularity, there is an increasing need to promote and understand collaborative learning processes. Its success is contingent upon implementing online collaborative learning strategies that foster critical thinking abilities while also providing meaningful collaborative learning opportunities. Collaborative concept mapping is one tool that could be used to foster student collaboration. Rather than creating and visualizing ideas individually, collaborative concept mapping involves two or more students working collaboratively to create one or more concept maps. In collaborative learning, interactions between learners are critical sources of idea generation. The purpose of this study is to examine students’ satisfaction with implementing the strategy in Second Language Reading class. The recent study advances our understanding of how to effectively use collaborative teaching tools in the classroom and improve student learning through group collaboration. The study's findings indicate that students demonstrated positive attitudes toward group collaboration, as evidenced by collaborative concept mapping. In addition, the collaborative learning processes embedded in concept mapping learning platforms support and facilitate reading comprehension achievement, resulting in successful foreign language learning for higher education students. The interaction in collaborative concept mapping, lacking in individual concept mapping, has facilitated individual and group knowledge building. As a result, implementing this strategy may benefit both group and individual learning.
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Hadna, Agus Heruanto, and Nasrulhaq Nasrulhaq. "Collaborating Local Government Agencies to Prevention Adolescent Reproductive Health in Makassar, Indonesia." Otoritas : Jurnal Ilmu Pemerintahan 9, no. 1 (May 31, 2019): 12–27. http://dx.doi.org/10.26618/ojip.v9i1.2025.
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Collaboration is an approach and concept of managing public policy in Makassar, Indonesia. Recently, the municipality of Makassar has capitalized on the collaboration of local government agencies regarding public affairs to prevent issues of Adolescent Reproductive Health (ARH). ARH is a strategic issue for local government so that it is solved collaboratively. The collaborating governmental organization comprises the Department of Education, Health, Family Planning, and all of the Urban Villages. This research employed a qualitative method focusing on the analysis of collaborative phenomena of local government agencies in Generation Planning Program through Adolescent Counseling Information Center (ACIC) and Adolescent Families Development (AFD) in Makassar. Data were obtained and analyzed in an orderly and structured manner with general qualitative approach. Based on the field research, the local government agencies collaborate in two ways. The first collaboration deals with the sectoral term which is the involvement of the government agencies related to adolescent reproductive health policy. The second collaboration deals with the regional term including the involvement of the Sub-District and Urban Villages in Makassar as grassroots bureaucracy. Collaborative themes and relations are the main findings in this article. An interesting theme in the idea of collaboration is mutual interdependence, while an exciting theme in the implementation of collaborative action is joint interaction. Organizational relationships in collaboration between local government agencies are coordination, consolidation, consultation, and command. This study concluded that sectoral and regional collaboration is proper in bringing a solution to public health affairs that are very complex.
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Heldal, Ilona, Anthony Steed, Maria Spante, Ralph Schroeder, Sophia Bengtsson, and Marja Partanen. "Successes and Failures in Co-Present Situations." Presence: Teleoperators and Virtual Environments 14, no. 5 (October 2005): 563–79. http://dx.doi.org/10.1162/105474605774918679.
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Virtual environments systems based on immersive projection technologies (IPTs) offer users the possibility of collaborating intuitively in a 3D environment. While considerable work has been done to examine interaction in desktop-based collaborative virtual environments (CVEs), there are currently no studies for collaborative interaction using IPTs. The aim of this paper is to examine how immersive technologies support interaction and to compare this to the experience with desktop systems. A study of collaboration is presented where two partners worked together using networked IPT environments. The data collected included observations, analysis of video and audio recordings, questionnaires and debriefing interviews from both IPT sites. This paper focuses on the successes and failures in collaboration through detailed examination of particular incidents during the interaction. We compare these successes and failures with the findings of a study by Hindmarsh, Fraser, Heath, & Benford (Computer Supported Collaborative Work, CSCW'98, 1998, pp. 217–226) that examined object-focused interaction on a desktop-based CVE system. Our findings identify situations where interaction is better supported with the IPT system than the desktop system, and situations where interaction is not as well supported. We also present examples of how social interaction is critical to seamless collaboration.
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Hudson, Thomas C., Aron T. Helser, Diane H. Sonnenwald, and Mary C. Whitton. "Managing Collaboration in the nanoManipulator." Presence: Teleoperators and Virtual Environments 13, no. 2 (April 2004): 193–210. http://dx.doi.org/10.1162/1054746041382447.
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We designed, developed, deployed, and evaluated the Collaborative nanoManipulator (CnM), a distributed, collaborative virtual environment system supporting remote scientific collaboration between users of the nanoManipulator interface to atomic force microscopes. This paper describes the entire collaboration system, but focuses on the shared nanoManipulator (nM) application. To be readily accepted by users, the shared nM application had to have the same high level of interactivity as the single-user system and include all the functions of the single-user system. In addition the application had to support a user's ability to interleave working privately and working collaboratively. Based on our experience developing the CnM, we present: a method of analyzing applications to characterize the concurrency requirements for sharing data between collaborating sites, examples of data structures that support distributed collaboration and interleaved private and collaborative work, and guidelines for selecting appropriate synchronization and concurrency control schemes.
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Masoumi, Saeid, and Ali Mahjur. "Collaborative Component Interaction." Ingénierie des systèmes d information 24, no. 3 (August 31, 2019): 321–29. http://dx.doi.org/10.18280/isi.240312.
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Ballinger, Susan. "Towards a cross-linguistic pedagogy." Journal of Immersion and Content-Based Language Education 1, no. 1 (March 6, 2013): 131–48. http://dx.doi.org/10.1075/jicb.1.1.06bal.
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This article reports on a 7-week classroom intervention in two Grade 3 French immersion schools near Montreal, Quebec, that enroll both English- and French-dominant students. The teaching intervention aimed to bridge the students’ first and second languages through collaborative language learning strategies designed to enhance students’ awareness of their and their partner’s language production and a ‘biliteracy’ project that linked English and French language arts content. Data collection consisted of audiotaped interactions between eight student pairs as they worked on collaborative tasks for the biliteracy project. A qualitative and quantitative analysis examined how the biliteracy project and strategy instruction influenced students’ collaborative interaction and reciprocal learning. All recorded pairs engaged in reciprocal strategy use and extensive on-task collaboration; nevertheless, the quality of their interaction was tempered by their engagement in further interactional moves that supported contributions from their partners.
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Costley, Jamie, and Mik Fanguy. "Collaborative note-taking affects cognitive load: the interplay of completeness and interaction." Educational Technology Research and Development 69, no. 2 (March 19, 2021): 655–71. http://dx.doi.org/10.1007/s11423-021-09979-2.
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AbstractStudies showing improved learning performances for students who take notes collaboratively have speculated that sharing this task among group members may reduce the extraneous cognitive burden placed on each member. Therefore, a study (n = 171) was conducted in the context of a flipped scientific writing course to examine the effects of collaborative note-taking on student’s levels of cognitive load. Students in the course were divided into two groups, with members of the treatment group being directed to take collaborative notes in a shared online document and members of the control group receiving no such instructions. The study also measured the level of collaboration the collaborative note-takers engaged in, as well as the level of completeness of the notes that they produced. The results showed that, firstly, the treatment group reported higher levels of both germane and extraneous cognitive load compared to those of the control group, meaning that collaborative note-takers experienced higher levels of understanding of course content as well as increased confusion. Secondly, the level of collaboration was positively and significantly correlated with levels of germane load (understanding), but not with extraneous load (confusion). Thirdly, no correlation was found between completeness of notes and cognitive load. Accordingly, the authors suggest that collaborative note-taking is worthwhile, as the gains to students’ understanding of course content outweigh the disadvantages of increased confusion.
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Das, Maitraye, Anne Marie Piper, and Darren Gergle. "Design and Evaluation of Accessible Collaborative Writing Techniques for People with Vision Impairments." ACM Transactions on Computer-Human Interaction 29, no. 2 (April 30, 2022): 1–42. http://dx.doi.org/10.1145/3480169.
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Collaborative writing tools have been used widely in professional and academic organizations for many years. Yet, there has not been much work to improve screen reader access in mainstream collaborative writing tools. This severely affects the way people with vision impairments collaborate in ability-diverse teams. As a step toward addressing this issue, the present article aims at improving screen reader representation of collaborative features such as comments and track changes (i.e., suggested edits). Building on our formative interviews with 20 academics and professionals with vision impairments, we developed auditory representations that indicate comments and edits using non-speech audio (e.g., earcons, tone overlay), multiple text-to-speech voices, and contextual presentation techniques. We then performed a systematic evaluation study with 48 screen reader users that indicated that non-speech audio, changing voices, and contextual presentation can potentially improve writers’ collaboration awareness. We discuss implications of these results for the design of accessible collaborative systems.
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Kumar, Bijendra, and Prabir Sarkar. "Understanding Collaborative Interaction for Varying Product Complexity." International Journal of e-Collaboration 14, no. 3 (July 2018): 19–48. http://dx.doi.org/10.4018/ijec.2018070102.
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Small and medium scale enterprises (SMEs) often develop products collaboratively. Significant interaction among designers is critical to the success of any collaborative design session. There exist various tools for remotely located interactions, such as textual, video, audio, screen share modes with varied level of cost; however, often, SMEs are unable to afford them. This work aims to identify the most appropriate mode that are required for a successful collaborative design for a given product complexity. The authors made three categories of collaborative design activity (i.e., designing an existing product, designing an existing assembly of the component, and designing a new product). The authors identified and categorized the appropriate modes of interaction for a particular level of product complexity. They conducted a number of experiments with products of increasing number of feature complexities to identify the minimum facility that a company should have to enable remotely located interactions during product design. Based on the requirement, a company can select the appropriate tool.
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Strauß, Sebastian, and Nikol Rummel. "Promoting interaction in online distance education: designing, implementing and supporting collaborative learning." Information and Learning Sciences 121, no. 5/6 (June 29, 2020): 251–60. http://dx.doi.org/10.1108/ils-04-2020-0090.
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Purpose Against the background of empirical research on computer-supported collaborative learning (CSCL), the purpose of this paper is to advocate implementing collaborative learning activities into online distance education courses to engage learners in interactive knowledge construction. This study uses empirical evidence to illustrate how educators can integrate collaborative learning and designated collaboration support into their instructional design. Design/methodology/approach This study presents a general review of research literature from the field of CSCL to highlight productive interaction between learners as key learning mechanisms, summarize core features of collaborative tasks, which promote interaction between learners and present group awareness tools and collaboration scripts as two complementary approaches to support groups during collaborative learning. Findings Empirical research suggests that collaborative learning is an effective learning activity and that incorporating collaborative learning into online courses benefits learners in terms of learning and social aspects such as social presence. However, to leverage the potential of collaborative learning, careful instructional design that promotes productive interaction between students is necessary. Originality/value This paper provides an overview on the topic of collaborative learning and how meaningful interaction between learners can be fostered. Specifically, this study details how collaborative tasks can be designed and how collaboration support can be used to provide students with opportunities for interaction that fosters acquiring new domain-specific knowledge as well as collaboration skills. To allow educators to design and incorporate collaborative learning activities into their own online teaching, the authors provide a theoretical basis for understanding the mechanisms behind effective collaborative learning as well as examples and practical considerations.
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Pettersson, Lars Winkler, Andreas Kjellin, Mats Lind, and Stefan Seipel. "On the Role of Visual References in Collaborative Visualization." Information Visualization 9, no. 2 (May 14, 2009): 98–114. http://dx.doi.org/10.1057/ivs.2009.2.
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Multi-Viewer Display Environments (MVDE) provide unique opportunities to present personalized information to several users concurrently in the same physical display space. MVDEs can support correct 3D visualizations to multiple users, present correctly oriented text and symbols to all viewers and allow individually chosen subsets of information in a shared context. MVDEs aim at supporting collaborative visual analysis, and when used to visualize disjoint information in partitioned visualizations they even necessitate collaboration. When solving visual tasks collaboratively in a MVDE, overall performance is affected not only by the inherent effects of the graphical presentation but also by the interaction between the collaborating users. We present results from an empirical study where we compared views with lack of shared visual references in disjoint sets of information to views with mutually shared information. Potential benefits of 2D and 3D visualizations in a collaborative task were investigated and the effects of partitioning visualizations both in terms of task performance, interaction behavior and clutter reduction. In our study of a collaborative task that required only a minimum of information to be shared, we found that partitioned views with a lack of shared visual references were significantly less efficient than integrated views. However, the study showed that subjects were equally capable of solving the task at low error levels in partitioned and integrated views. An explorative analysis revealed that the amount of visual clutter was reduced heavily in partitioned visualization, whereas verbal and deictic communication between subjects increased. It also showed that the type of the visualization (2D/3D) affects interaction behavior strongly. An interesting result is that collaboration on complex geo-time visualizations is actually as efficient in 2D as in 3D.
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Gong, Jiangtao, Jingjing Sun, Mengdi Chu, Xiaoye Wang, Minghao Luo, Yi Lu, Liuxin Zhang, Yaqiang Wu, Qianying Wang, and Can Liu. "Side-by-Side vs Face-to-Face: Evaluating Colocated Collaboration via a Transparent Wall-sized Display." Proceedings of the ACM on Human-Computer Interaction 7, CSCW1 (April 14, 2023): 1–29. http://dx.doi.org/10.1145/3579623.
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Traditional wall-sized displays mostly only support side-by-side co-located collaboration, while transparent displays naturally support face-to-face interaction. Many previous works assume transparent displays support collaboration. Yet it is unknown how exactly its afforded face-to-face interaction can support loose or close collaboration, especially compared to the side-by-side configuration offered by traditional large displays. In this paper, we used an established experimental task that operationalizes different collaboration coupling and layout locality, to compare pairs of participants collaborating side-by-side versus face-to-face in each collaborative situation. We compared quantitative measures and collected interview and observation data to further illustrate and explain our observed user behavior patterns. The results showed that the unique face-to-face collaboration brought by transparent display can result in more efficient task performance, different territorial behavior, and both positive and negative collaborative factors. Our findings provided empirical understanding about the collaborative experience supported by wall-sized transparent displays and shed light on its future design.
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M Almusharraf, Norah, Jamie Costley, and Mik Fanguy. "The Effect of Postgraduate Students’ Interaction with Video Lectures on Collaborative Note-taking." Journal of Information Technology Education: Research 19 (2020): 639–54. http://dx.doi.org/10.28945/4581.
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Aim/Purpose: This paper aims to explore the effects of students’ interactions with video lectures on the levels of collaboration and completeness of their group note-taking. Background: There has been an increase in the amount of online learning over the last 20 years. With video lectures becoming an increasingly utilized instructional modality, it is essential to consider students’ interactions with videos and the subsequent effect of those interactions on collaboration. Methodology: This research used a combination of survey data about student interactions with video lectures and evidence of student-to-student interactions from a sample of 149 masters and Ph.D. students at a university in South Korea. Contribution: To date, limited research has been conducted on the effect of student interactions with online instructional videos and that interaction’s effect on collaborative note-taking. Past research has examined the effects of lecture-watching behaviors and collaborative note-taking separately, and this paper looks at their relationship with one another. Findings: This paper has two main findings. The first is that interacting more with video lectures increases the amount that students interact with each other. The second is that these higher levels of interaction with videos do not impact the completeness of student note-taking. Recommendations for Practitioners: These findings of this paper suggest that instructors should encourage students to utilize active viewing strategies, as doing so will increase interaction among students, which will subsequently benefit their levels of collaboration. Recommendation for Researchers: This research shows the value of drawing links between aspects of learner consumption of instructional media and other aspects of their learning, particularly collaboration. Impact on Society: The importance of effective instruction and increasing collaboration in online learning is of great value now, particularly so, as much instruction is being delivered in online formats. Future Research: Future research should seek further to understand the relationships between aspects of instruction and collaboration. More specifically, future research could look into clickstream data and collaboration.
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Aiken, Robert M., Marie-Noelle Bessagnet, and Judith Israel. "Interaction and Collaboration Using an Intelligent Collaborative Learning Environment." Education and Information Technologies 10, no. 1-2 (January 2005): 67–82. http://dx.doi.org/10.1007/s10639-005-6748-3.
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Nazeef, Nagina Muhammad, Amsa Khan, and Jaffar Ali. "Impact of Collaborative Learning on Student`s Academic Performance in Teacher’s Education Program." Journal of Asian Development Studies 13, no. 1 (March 30, 2024): 1054–68. http://dx.doi.org/10.62345/jads.2024.13.1.87.
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Creating a classroom environment for learners to participate actively and engage is an integral element of a comprehensive educational initiative for actively learning students in higher education institutions. Students collaborate to attain goals through collaborative learning. The idea behind collaborative learning is that students may help each other learn and build a deeper comprehension of the subject matter by working together. The study examines the influence of collaborative learning on the academic performance of students at B.Ed. Levels focusing on social factors such as interaction with peers, interaction with teachers, and social media usage influence CL and collaborative learning to improve the student's academic performance. Social constructivism theory was used to observe student performance. Data have been collected through questionnaires from four private universities. Findings were evaluated through SPSS version 22; the composite reliability of the instrument was measured as α=0.954. The results of the regression analysis confirmed and accepted all three hypotheses. It can be concluded that all three independent variables - student interaction with peers, interaction with teachers, and social media use- positively impact collaborative learning and help students improve their academic performance and achieve their goals. The results of this study suggest that collaborative learning is an effective approach to enhancing academic Performance in higher education (B.Ed. Honors) and that social factors play an important role in promoting collaboration among students. The findings have implications for teaching and learning practices in higher education, where collaborative learning may be especially beneficial. Overall, this research highlights the importance of collaborative learning in promoting academic development in students.
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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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Haris, Rillia Aisyah, Agus Suryono, Abdullah Said, and Mochammad Rozikin. "Collaborative Governance in Local Economic Development: the Case in East Java, Indonesia." Journal of Law and Sustainable Development 12, no. 1 (January 8, 2024): e2501. http://dx.doi.org/10.55908/sdgs.v12i1.2501.
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Purpose: The aims of this study is to analyze the local economic development in Sumenep Regency with a collaborative governance perspective. We employed qualitative research techniques that focused on describing and understanding the subject. Methods: Our analysis of the data involved interactive methods. We conducted in-depth interviews with 30 individuals who represented various stakeholders in local economic development, including the government, private sector, community, media, and universities. Research is focused on context systems, collaboration drivers, collaboration dynamics and collaborative action. In this study, the weak collaboration context system is caused by weak network ties and low stakeholder interaction frequency. Meanwhile the leadership factor has an important role in building and strengthening stakeholder networks and interactions as a driving force for collaboration. Finding: The findings of this study construct the theory of collaborative governance put forward by Emerson and Nabatchi (2015) by adding elements of social capital, forming collaborative institutions (Koperasi or BUMDes) and strengthening collaborative institutional capacities. Contribution/Originality: The research uncovers the significance of collaborative institution formation (Koperasi or BUMDes) and the role of social capital in successful collaborative governance for local economic development. These research suggests a collaborative governance model based on Emerson and Nabatchi's regime combined with collaborative institution formation. Emphasizes the importance of strengthening social capital and collaborative institutions for achieving successful collaborative goals in local economic development.
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Afrahamiryano, Afrahamiryano, I. Wayan Dasna, and Habiddin Habiddin. "Tinjauan Sistematis tentang Collaborative Learning pada Bidang Kimia." Edukimia 4, no. 3 (November 9, 2022): 131–50. http://dx.doi.org/10.24036/ekj.v4.i3.a432.
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Collaborative Learning (CL) is a learning model that implies cooperation in a group consisting of two or more people to achieve a common goal while respecting each individuals contribution as a whole. CL is more synonymous with social interaction. In the learning process, the centre of attention is the interaction of educators with students, interactions between students, and interactions of students with their environment. The purpose of this review is to look at global trends related to CL research in the field of Chemistry Education. Obtained 62,555 articles discussing CL with various keywords, 88 of which are relevant to the purpose of this article review. After being mapped, there are five research themes related to CL, namely (1) CL based on student activities and the role of educators, (2) Collaboration Strategy for STEM, (3) CL based game, (4) Computer-supported collaborative learning (CSCL), and (5) CL in Laboratory Work. Based on the review findings, research related to CL has excellent potential to be continued and developed, such as collaboration with STEM, games, practicum in the laboratory, and CSCL.
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Purwaningtyas, Titin, Joko Nurkamto, and Diah Kristina. "EFL Teacher Intervention in Mediating Students’ Interaction in Web-Based Collaborative Writing Environment Using Google Docs." VELES: Voices of English Language Education Society 7, no. 1 (April 26, 2023): 135–44. http://dx.doi.org/10.29408/veles.v7i1.7912.
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The level of teacher’s assistance in web-based collaborative writing activities affected students’ collaboration and non-collaboration. Therefore, the teacher’s role in enhancing students’ active learning was inseparable. This study focused on the EFL teacher moves in facilitating groups’ work of writing using web-based tool, Google Docs to support online learning. Conducting collaborative work in writing technology was valuable for promoting students’ participation and collaboration. The participant in this qualitative research case study was an EFL teacher at an Indonesian vocational high school. The data was based on a semi-structured interview and document analysis of students’ worksheet and teacher-students’ written conversation in Google Docs. The findings showed that web-based medium facilitated the teacher assisted the students’ engagement through organisational, socio-cognitive, and socio-affective in collaborative writing environment. Significantly, the teacher favorably convenience to deliver electronic feedback and monitoring students’ progress quickly. Unfortunately, students’ issues (e.g. less collaboration, cheated on the internet), and technical issues (e.g. unstable internet connection, low devices’ specification) were commonly problems encountered by the teacher. Google Docs as a web-based medium was valuable to help the teacher in creating groups’ work in teaching online writing. This research implies that the teacher might be more concerned on selecting appropriate types of intervention and utilize suitable media to support teaching’s styles by enriching technology skills’ training. In addition, students could enjoyed and acquired benefits from having the teacher's help to be more collaboratively work in constructing text with their teammates.
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Freeman, Guo, Dane Acena, Nathan J. McNeese, and Kelsea Schulenberg. "Working Together Apart through Embodiment." Proceedings of the ACM on Human-Computer Interaction 6, GROUP (January 14, 2022): 1–25. http://dx.doi.org/10.1145/3492836.
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Computer-mediated collaboration has long been a core research interest in CSCW and HCI. As online social spaces continue to evolve towards more immersive and higher fidelity experiences, more research is still needed to investigate how emerging novel technology may foster and support new and more nuanced forms and experiences of collaboration in virtual environments. Using 30 interviews, this paper focuses on what people may collaborate on and how they collaborate in social Virtual Reality (VR). We broaden current studies on computer-mediated collaboration by highlighting the importance of embodiment for co-presence and communication, replicating offline collaborative activities, and supporting the seamless interplay of work, play, and mundane experiences in everyday lives for experiencing and conceptualizing collaboration in emerging virtual environments. We also propose potential design implications that could further support everyday collaborative activities in social VR
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Volkmer, Anna, Shreeya Mistry, Daniella Thompson, Jason D. Warren, and Suzanne Beeke. "Collaborative turn-construction practices of people with primary progressive aphasia and their family conversation partners." Journal of Interactional Research in Communication Disorders 14, no. 3 (October 25, 2023): 456–85. http://dx.doi.org/10.1558/jircd.25504.
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Background: Primary progressive aphasia describes a group of three rare language-led dementias: semantic, logopenic, and non-fluent. The small number of conversation analysis studies to date suggest that repair and turn-construction practices in primary progressive aphasia are similar to those seen in post-stroke aphasia. This study investigates the collaborative aspect of these practices between people with primary progressive aphasia and their conversation partners. Method: Conversation analysis was used to investigate collaboration in repair and turn-construction practices in 10-minute video recordings of natural conversation collected from two dyads, one with logopenic and one with mixed primary progressive aphasia. Results: This study demonstrates that people with primary progressive aphasia have a range of practices available to construct their turns, and that their conversation partners collaborate to co-construct talk. Discussion: Findings demonstrate that collaboration can support interaction or lead to further interactional trouble. Collaborative practices are important targets for speech and language therapy interventions.
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Lee, Junhyeok, Dongkeun Lee, Seowon Han, Hyun K. Kim, and Kang Hoon Lee. "Automatic Control of Virtual Cameras for Capturing and Sharing User Focus and Interaction in Collaborative Virtual Reality." Symmetry 16, no. 2 (February 13, 2024): 228. http://dx.doi.org/10.3390/sym16020228.
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As VR technology advances and network speeds rise, social VR platforms are gaining traction. These platforms enable multiple users to socialize and collaborate within a shared virtual environment using avatars. Virtual reality, with its ability to augment visual information, offers distinct advantages for collaboration over traditional methods. Prior research has shown that merely sharing another person’s viewpoint can significantly boost collaborative efficiency. This paper presents an innovative non-verbal communication technique designed to enhance the sharing of visual information. By employing virtual cameras, our method captures where participants are focusing and what they are interacting with, then displays these data above their avatars. The direction of the virtual camera is automatically controlled by considering the user’s gaze direction, the position of the object the user is interacting with, and the positions of other objects around that object. The automatic adjustment of these virtual cameras and the display of captured images are symmetrically conducted for all participants engaged in the virtual environment. This approach is especially beneficial in collaborative settings, where multiple users work together on a shared structure of multiple objects. We validated the effectiveness of our proposed technique through an experiment with 20 participants tasked with collaboratively building structures using block assembly.
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Baykal, Gökçe Elif, Olof Torgersson, and Eva Eriksson. "Designing for Children’s Reflections in Collaborative Interaction Mediated by Technology: A Systematic Literature Review." Interaction Design and Architecture(s), no. 49 (September 10, 2021): 111–34. http://dx.doi.org/10.55612/s-5002-049-007.
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Reflection is an integral part of collaborative interaction. However, we know little about how to design for reflection in collaborative activities mediated by technologies. This systematic literature review focuses on children’s reflections within the collaborative practices in child-computer interaction research and investigates (1) the link between reflection and collaborative activities, (2) the types of collaborative technologies to scaffold reflection, and (3) the methodological approaches to analyze reflection. We searched the ACM Digital Library, Scopus and ProQuest which resulted in 141 papers that make the link between terms ‘reflection’ and ‘collaboration’ explicit, where only 13 of these involve children as the primary actors of reflection. The results show that this topic is increasingly gaining attention, however, the link between reflection and collaborative interaction remains underdeveloped. The contribution of this study is to provide a theoretical and methodological basis to understand, analyze and support children’s reflections within a collaborative activity through technology.
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Kawtar, Zargane, Khaldi Mohamed, and Erradi Mohamed. "Design and Modeling of Educational Scenarios for Collaborative Online Learning Activities." International Journal of Religion 5, no. 9 (May 29, 2024): 525–37. http://dx.doi.org/10.61707/70c04n50.
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Collaborative learning has evolved from traditional classroom teaching to e-learning platforms, at this level of revolution, Educational scenarios for online collaborative learning activities must be carefully designed to make an interactive and engaging learning experience. This research aims to model collaborative educational scenarios within the framework of online learning activities to allow learners to participate in online activities. We discuss the appropriate educational scenario, which combines multimedia content, interaction between the collaborative group, and active learning elements, and then we model this scenario with the UML modeling language. As a result, we represent how the design of educational scenarios, provides a better enhancement of the collaborative learning experience through the use of new technologies so that learners are encouraged to reflect on their learning processes and their group's collaboration, thus promoting better understanding. In conclusion, designing and modeling a collaborative learning educational scenario emphasizes collaboration, interaction, and knowledge acquisition between learners within a collaborative learning activity.
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Bekele, Mafkereseb Kassahun, Erik Champion, David A. McMeekin, and Hafizur Rahaman. "The Influence of Collaborative and Multi-Modal Mixed Reality: Cultural Learning in Virtual Heritage." Multimodal Technologies and Interaction 5, no. 12 (December 5, 2021): 79. http://dx.doi.org/10.3390/mti5120079.
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Studies in the virtual heritage (VH) domain identify collaboration (social interaction), engagement, and a contextual relationship as key elements of interaction design that influence users’ experience and cultural learning in VH applications. The purpose of this study is to validate whether collaboration (social interaction), engaging experience, and a contextual relationship enhance cultural learning in a collaborative and multi-modal mixed reality (MR) heritage environment. To this end, we have designed and implemented a cloud-based collaborative and multi-modal MR application aiming at enhancing user experience and cultural learning in museums. A conceptual model was proposed based on collaboration, engagement, and relationship in the context of MR experience. The MR application was then evaluated at the Western Australian Shipwrecks Museum by experts, archaeologists, and curators from the gallery and the Western Australian Museum. Questionnaire, semi-structured interview, and observation were used to collect data. The results suggest that integrating collaborative and multi-modal interaction methods with MR technology facilitates enhanced cultural learning in VH.
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Holt, Whitney F., and Brittany Murphy. "Collaborative art." Interactions 25, no. 6 (October 25, 2018): 86–89. http://dx.doi.org/10.1145/3274576.
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Penner, Robin R. "Multi-Agent Societies for Collaborative Interaction." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 40, no. 15 (October 1996): 762–66. http://dx.doi.org/10.1177/154193129604001503.
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The application of a multi-agent architecture to the design and operation of automated process management systems is proving to be a fruitful method of facilitating human-system collaboration. The agent architecture we are developing is intended to be applied in environments where humans and automated systems jointly perform information intensive tasks, and is based on an organization of multiple agents, where both human and software agents are integrated members in groups akin to human societies. Important features of our architecture include an organization based on social structures, a user interface model based on a collaborative interaction metaphors, and a situated action paradigm for agent behavior.
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Ma, Yifan, Batu Qi, Wenhua Xu, Mingjie Wang, Bowen Du, and Hongfei Fan. "Integrating Real-Time and Non-Real-Time Collaborative Programming." Proceedings of the ACM on Human-Computer Interaction 7, GROUP (December 29, 2022): 1–19. http://dx.doi.org/10.1145/3567563.
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Real-time collaborative programming enables a group of programmers to edit shared source code at the same time, which significantly complements the traditional non-real-time collaborative programming supported by version control systems. However, one critical issue with this emerging technique is the lack of integration with non-real-time collaboration. Specifically, contributions from multiple programmers in a real-time collaboration session cannot be distinguished and accurately recorded in the version control system. In this study, we propose a scheme that integrates real-time and non-real-time collaborative programming with a novel workflow, and contribute enabling techniques to realize such integration. As a proof-of-concept, we have successfully implemented two prototype systems named CoEclipse and CoIDEA, which allow programmers to closely collaborate in a real-time fashion while preserving the work's compatibility with traditional non-real-time collaboration. User evaluation and performance experiments have confirmed the feasibility of the approach and techniques, demonstrated the good system performance, and presented the satisfactory usability of the prototypes.
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Burgess, Eleanor R., Madhu C. Reddy, and David C. Mohr. ""I Just Can't Help But Smile Sometimes": Collaborative Self-Management of Depression." Proceedings of the ACM on Human-Computer Interaction 6, CSCW1 (March 30, 2022): 1–32. http://dx.doi.org/10.1145/3512917.
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Depression is a challenging condition that requires individuals to manage their moods and emotions over time. Within CSCW, there has been an interest in understanding how individuals seek and share support on social media and in online communities. However, less attention has been paid to how collaboration as an aspect of self-management of depression unfolds in people's daily lives. In this paper, we explore the collaborative self-management work of 28 individuals managing depression who live in the United States. Data collection included remote semi-structured interviews with an associated cognitive mapping exercise. Our findings describe who participants turn to for day-to-day collaborative support, how collaborative activities are enacted (across both mood-focused and preventative support practices), and where these often technology-mediated interactions occur across text, phone, video, and picture-based channels. We discuss collaborative self-management in the depression support context, including key characteristics: agency, reciprocity, time, and interaction. We also present a four-step model of how the process occurs over time (awareness, planning, interaction, and reflection). We conclude by discussing how technology ecosystems support individuals' collaborative self-management.
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Schweighoffer, R., E. Reeves, and B. Liebig. "Collaborative Networks in Primary and Specialized Palliative Care in Switzerland - Perspectives of Doctors and Nurses." Open Public Health Journal 13, no. 1 (February 18, 2020): 36–43. http://dx.doi.org/10.2174/1874944502013010036.
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Purpose: To date, information about collaborative networks of doctors and nurses in palliative care is still scarce, yet of great importance in revealing gaps in collaboration. This paper investigates the collaboration frequencies of medical doctors and nurses within, and across, different settings of palliative care. Methods: The study was based on a Swiss national survey on “Collaboration and cooperation in Palliative Care”. The subjects surveyed included service providers in the primary and specialized palliative care sectors, as well as support services (N=1111). Information about ties between providers was gathered by asking professionals to estimate the frequency of interaction with other professionals within the last year, on a daily, weekly, monthly and yearly basis. Social network analysis was used to assess the interaction patterns of nurses and doctors (N= 728) in primary and specialized care settings. Results: Visual representations indicated that, contrary to primary care settings, healthcare providers in specialized care settings reported of numerous interactions with other professions. In primary care, general practitioners reported the least frequent interactions with other professions. Of all providers investigated, specialized doctors in hospitals and hospices reported the densest collaborative networks. Implication: Gaps regarding collaboration in Swiss palliative care provision were revealed. Based on the results of the study, recommendations on how to improve service quality by strengthening the interaction patterns of general practitioners, as well as community-based palliative care, are provided.
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Chyzhykova, Olha. "THE ROLE OF COLLABORATIVE LEARNING IN TEACHING FOREIGN LANGUAGES TO NON-LINGUISTIC STUDENTS." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (March 31, 2021): 113–19. http://dx.doi.org/10.31499/2307-4906.1.2021.228727.
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The article analyzes the current stage of foreign language study in higher educational establishments. Student interaction and collaboration are considered as essential elements in the development of communication skills. Principal approaches to the definition of collaborative learning are analyzed in the article.The author analyzes advantages of collaborative learning in the process of foreign language study, including development of students’ communicative abilities and active participation in the learning process, fostering learners’ autonomy and creative thinking skills, development of students’ self-learning and cooperation abilities.A detailed description of collaborative learning activities in the process of teaching English to non-linguistic students is presented in the article.
Keywords: collaborative learning, collaboration learning activities, student interaction, teaching a foreign language, non-linguistic students, teaching strategies, learning in cooperation, work in group, educational technology.
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Isohätälä, Jaana, Piia Näykki, and Sanna Järvelä. "Convergences of Joint, Positive Interactions and Regulation in Collaborative Learning." Small Group Research 51, no. 2 (August 11, 2019): 229–64. http://dx.doi.org/10.1177/1046496419867760.
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This qualitative study explores the convergences of small groups’ joint, positive interactions and regulation in social interaction during collaborative learning. We analyzed the video-recorded social interactions of five groups of student teachers during environmental science tasks. We examined the frequency and functions of the situations in which joint participation and positive socioemotional interaction converged with regulation (planning, monitoring, and evaluating) in social interaction. The results show that when groups planned, monitored, or evaluated their learning, they participated more jointly in social interaction and showed more socioemotional support than in interactions with no observed regulation. The situations in which these elements converged served three functions: establishing agreement, responding to challenges or mistakes, and discussing strengths and weaknesses. The results suggest that the convergences of joint, positive interactions and regulation in social interaction can serve a function that is meaningful for collaborative learning progress.
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Zayabalaradjane, Zayapragassarazan, and Thomas V. Chacko. "Interaction Analysis of FAIMER Mentor-Learner Web Online Collaborative Learning Session." Malaysian Online Journal of Educational Technology 8, no. 2 (April 1, 2020): 12–27. http://dx.doi.org/10.17220/mojet.2020.02.002.
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DeCosta, Meredith, Jennifer Clifton, and Duane Roen. "EJ in Focus: Collaboration and Social Interaction in English Classrooms." English Journal 99, no. 5 (May 1, 2010): 14–21. http://dx.doi.org/10.58680/ej201010810.
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Galin, R. R., V. V. Serebrennyj, G. K. Tevyashov, and A. A. Shiroky. "Human-robot Interaction in Collaborative Robotic Systems." Proceedings of the Southwest State University 24, no. 4 (February 4, 2021): 180–99. http://dx.doi.org/10.21869/2223-1560-2020-24-4-180-199.
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Purpose or research is to find solvable tasks for increasing the effectiveness of collaborative interaction between people and robots in ergatic robotic systems, or, in other words, in collaborative robotic systems. Methods. A comprehensive analysis of works published in highly rated peer-reviewed open-access scientific publications was carried out to achieve this goal. Main terms and concepts of collaborative robotics are described in § 1 and their current understanding in the research community is also described. The structure of workspaces in interaction zone of a person and robot is described. The criteria for assigning robot to the class of collaborative ones are also described. The criteria for safe interaction of a person and robot in a single workspace is described in § 2. Various grounds for classifying human-robot interactions in collaborative RTAs are described in § 3. Results. A significant part of published works about collaborative robotics is devoted to the organization of safe man and robot interaction. Less attention is paid to the effectiveness improvement of such interaction. An up-to-date task in the problem of efficiency improvement of collaborative robotic systems is the identification of tasks that have already been solved in other areas - in particular, in the field of organizational systems management. The possibility of using the term "team" for collaborative robots in a collaborative PTC is stated in § 4. A formal problem setting of optimal distribution in teamwork of collaborative robots, similar to the problem of heterogeneous team formation in the theory of organizational systems management is proposed in § 5. Conclusions. Proposed task setting of optimal distribution of works in collaborative robots’ team shows possibility of using results obtained in group of mathematical models of commands formation and functioning for control of collaborative robotic systems in order to increase efficiency of people and robots interaction. It is prospectively to continue the search for adapting models and governance mechanisms to the theory of organizational system management and integrated activities methodology.
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Du, Helen S., Sam K. W. Chu, Randolph C. H. Chan, and Wei He. "Collaborative writing with wikis: an empirical investigation." Online Information Review 40, no. 3 (June 13, 2016): 380–99. http://dx.doi.org/10.1108/oir-06-2015-0173.
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Purpose – The purpose of this paper is to investigate the process and interaction among group members using wikis to produce collaborative writing (CW) projects, and to compare their collaborative behavior among students at different levels of education. Design/methodology/approach – The study investigated the participation and collaboration of Hong Kong primary school, secondary school, and university students in the process of developing their wiki-based CW projects. Both qualitative and quantitative data were obtained from analyzing the revision histories and the content of wiki pages. Findings – Results indicated that the level of education significantly affected student CW actions, and their interaction and coordination behavior to co-construct the work. Also, the frequency of collaborative activities varied noticeably among the primary, secondary, and university students. Practical implications – The study enriches our understanding of the complex and dynamic process of CW using wikis. It has practical implications on why and how the pedagogy and technology should be implemented differentially for the students at three different levels of education to facilitate collaborative knowledge construction. Originality/value – Research to date is still lacking an in-depth knowledge about the processes and activities involved when students write collaboratively on wikis. Also, no study has yet compared the collaborative behavior among students at different levels of education. The results of this study contribute to the development of new and appropriate modes of group-based collaborative learning at all levels of the education system for the twenty-first century.
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Moore, Jane, Dawn Prentice, and Maurene McQuestion. "Social Interaction and Collaboration among Oncology Nurses." Nursing Research and Practice 2015 (2015): 1–7. http://dx.doi.org/10.1155/2015/248067.
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Collaboration is a complex process influenced by organizational, professional, interpersonal, and personal factors. Research has demonstrated that collaboration may also be influenced by social factors. Nurses spend much of their time working in collaborative teams, yet little is known about how they socially interact in practice. This qualitative case study explored nurse perceptions of social interaction in relation to collaboration. Data were collected using telephone interviews and documentary reviews from fourteen oncology nurses employed at one cancer center in Canada. Thematic analysis revealed two themes:knowing you is trusting youandformal and informal opportunities. Nurses reported that social interaction meant getting to know someone personally as well as professionally. Social interaction was enacted inside of work during breaks/meals and outside of work at planned events. Social interaction was facilitated by having a long-term current and/or previous professional and personal relationship. The barriers to social interaction included a lack of time to get to know each other, workload issues, and poor interpersonal skills. Findings suggest that social interaction is an important factor in the collaborative relationship among oncology nurses. Nurse leaders need to promote social interaction opportunities and facilitate educational sessions to improve social and interpersonal skills.
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Purhonen, Pipsa. "SME internationalization as a challenge to interpersonal communication competence." Journal of Intercultural Communication 8, no. 3 (September 30, 2008): 1–13. http://dx.doi.org/10.36923/jicc.v8i3.470.
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This paper investigates how the internationalization of small and medium-sized enterprises (SMEs) poses a challenge to the interpersonal communication competence of SME owners, managers and employees. Interpersonal communication competence is discussed particularly in the contexts of networking and business collaboration. Collaborative arrangements even with competitors are needed in today’s global business world. Through collaborative interaction it is possible, for instance, to reduce development and production costs or channel resources to creating new innovative products (Stohl & Walker 2002: 237). The expansion of business activities across international borders, in particular, requires networking and collaborative interaction regionally, nationally and internationally. Based on the literature of interpersonal and intercultural communication competence, interpersonal networks and collaborative interaction, this paper provides an analysis of the interpersonal communication competence specific to and needed in the context of SME internationalization.
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Park, Wonjun, Hayoung Heo, Seongjun Park, and Jinmo Kim. "A Study on the Presence of Immersive User Interface in Collaborative Virtual Environments Application." Symmetry 11, no. 4 (April 3, 2019): 476. http://dx.doi.org/10.3390/sym11040476.
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This study proposes a collaboration-based interaction as a new method for providing an improved presence and a satisfying experience to various head-mounted display (HMD) users utilized in immersive virtual reality (IVR), and analyzes the experiences (improved presence, satisfying enjoyment, and social interaction) of applying collaboration to user interfaces. The key objective of the proposed interaction is to provide an environment where HMD users are able to collaborate with each other, based on their differentiated roles and behaviors. To this end, a collaboration-based interaction structured in three parts was designed, including a synchronization procedure and a communication interface that enable users to swiftly execute common goals with precision, based on immersive interactions that allow users to directly exchange information and provide feedback with their hands and feet. Moreover, experimental VR applications were built to systematically analyze the improved presence, enjoyment, and social interaction experienced by users through collaboration. Finally, by conducting a survey on the participants of the experiment, this study confirmed that the proposed interface indeed provided users with an improved presence and a satisfying experience, based on collaboration.
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Camarinha-Matos, Luis M., Ana Ines Oliveira, Filipa Ferrada, and Victor Thamburaj. "Collaborative services provision for solar power plants." Industrial Management & Data Systems 117, no. 5 (June 12, 2017): 946–66. http://dx.doi.org/10.1108/imds-06-2016-0246.
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Purpose The purpose of this paper is to support effective business services provision along the life cycle of complex service-enhanced products, such as the case of solar power plants, and to explore collaborative approaches for multi-stakeholder business services. Design/methodology/approach Design and implementation of adequate collaboration strategies and cloud-based support mechanisms to facilitate creation and management of collaborative networks in this sector. For this purpose, a conceptual framework, a cloud-based platform and a set of collaboration support tools are proposed. Validation is based on a pilot implementation and interactions with a large group of end users. Findings Validation results confirmed the suitability of the collaborative networks approach in this sector, which often involves multiple small and medium size enterprises. Originality/value The interplay between long-term strategic networks and goal-oriented collaborative networks and their interaction with the various phases of the product-services life cycle correspond to a novel approach in this sector, traditionally focused on a sub-contracting model. This opens new opportunities for enhancing the value of complex products through collaborative value-added services. Of particular relevance is also the adoption of collaborative approaches for service co-creation.
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Hsu, Ting-Chia, Hal Abelson, Evan Patton, Shih-Chu Chen, and Hsuan-Ning Chang. "Self-efficacy and behavior patterns of learners using a real-time collaboration system developed for group programming." International Journal of Computer-Supported Collaborative Learning 16, no. 4 (December 2021): 559–82. http://dx.doi.org/10.1007/s11412-021-09357-3.
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AbstractIn order to promote the practice of co-creation, a real-time collaboration (RTC) version of the popular block-based programming (BBP) learning environment, MIT App Inventor (MAI), was proposed and implemented. RTC overcomes challenges related to non-collocated group work, thus lowering barriers to cross-region and multi-user collaborative software development. An empirical study probed into the differential impact on self-efficacy and collaborative behavior of learners in the environment depending upon their disciplinary background. The study serves as an example of the use of learning analytics to explore the frequent behavior patterns of adult learners, in this case specifically while performing BBP in MAI integrated with RTC. This study compares behavior patterns that are collaborative or individual that occurred on the platform, and investigates the effects of collaboration on learners working within the RTC depending on whether they were CS-majors or not. We highlight advantages of the new MAI design during multi-user programming in the online RTC based on the connections between the interface design and BBP as illustrated by two significant behavior patterns found in this instructional experiment. First, the multi-user programming in the RTC allowed multiple tasks to happen at the same time, which promoted engagement in joint behavior. For example, one user arranged components in the interface design while another dragged blocks to complete the program. Second, this study confirmed that the Computer Programming Self-Efficacy (CPSE) was similar for individual and multi-user programming overall. The CPSE of the homogeneous CS-major groups engaged in programming within the RTC was higher than that of the homogeneous non-CS-major groups and heterogeneous groups. There was no significant difference between the CPSE of the homogenous non-CS group and the CPSE of the heterogeneous groups, regardless of whether they were engaged in individual programming or collaborative programming within their groups. The results of the study support the value of engaging with MAI collaboratively, especially for CS-majors, and suggest directions for future work in RTC design.
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Kolesnikova, G., and N. Pustovalova. "Collaborative environment in inclusive education and professional competencies." Pedagogy and Psychology 49, no. 4 (December 15, 2021): 159–65. http://dx.doi.org/10.51889/2021-4.2077-6861.18.
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The article is devoted to the issue of organizing a collaborative educational environment in the context of inclusive education at a University. The analysis of the study of theoretical sources and practical experience allows us to conclude that there is insufficient training of teachers in the field of inclusive education, the formation of professional competencies. The authors give an essential characteristic of the concept of "collaborative environment", which is an innovative approach in the preparation of future bachelors of education on the basis of collaborative interdepartmental interaction. Collaboration means the joint solution of the task of training personnel on the basis of pedagogical interaction. The priority aspects of creating collaborative education include the use of the possibilities of combining individually-oriented teaching and communicational and educational technologies presented in various forms. Collaboration is also considered as a specific form of interaction and cooperation in the educational process of teachers and students on the example of teaching students with special educational needs according to the educational program "Musical Education".
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ANAYA, ANTONIO R., and JESÚS G. BOTICARIO. "A DOMAIN-INDEPENDENT, TRANSFERABLE AND TIMELY ANALYSIS APPROACH TO ASSESS STUDENT COLLABORATION." International Journal on Artificial Intelligence Tools 22, no. 04 (August 2013): 1350020. http://dx.doi.org/10.1142/s0218213013500206.
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Collaborative learning environments require intensive, regular and frequent analysis of the increasing amount of interaction data generated by students to assess that collaborative learning takes place. To support timely assessments that may benefit students and teachers the method of analysis must provide meaningful evaluations while the interactions take place. This research proposes machine learning-based techniques to infer the relationship between student collaboration and some quantitative domain-independent statistical indicators derived from large-scale evaluation analysis of student interactions. This paper (i) compares a set of metrics to identify the most suitable to assess student collaboration, (ii) reports on student evaluations of the metacognitive tools that display collaboration assessments from a new collaborative learning experience and (iii) extends previous findings to clarify modeling and usage issues. The advantages of the approach are: (1) it is based on domain-independent and generally observable features, (2) it provides regular and frequent data mining analysis with minimal teacher or student intervention, thereby supporting metacognition for the learners and corrective actions for the teachers, and (3) it can be easily transferred to other e-learning environments and include transferability features that are intended to facilitate its usage in other collaborative and social learning tools.
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Hayashi, Yugo. "Gaze awareness and metacognitive suggestions by a pedagogical conversational agent: an experimental investigation on interventions to support collaborative learning process and performance." International Journal of Computer-Supported Collaborative Learning 15, no. 4 (December 2020): 469–98. http://dx.doi.org/10.1007/s11412-020-09333-3.
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AbstractResearch on collaborative learning has revealed that peer-collaboration explanation activities facilitate reflection and metacognition and that establishing common ground and successful coordination are keys to realizing effective knowledge-sharing in collaborative learning tasks. Studies on computer-supported collaborative learning have investigated how awareness tools can facilitate coordination within a group and how the use of external facilitation scripts can elicit elaborated knowledge during collaboration. However, the separate and joint effects of these tools on the nature of the collaborative process and performance have rarely been investigated. This study investigates how two facilitation methods—coordination support via learner gaze-awareness feedback and metacognitive suggestion provision via a pedagogical conversational agent (PCA)—are able to enhance the learning process and learning gains. Eighty participants, organized into dyads, were enrolled in a 2 × 2 between-subject study. The first and second factors were the presence of real-time gaze feedback (no vs. visible gaze) and that of a suggestion-providing PCA (no vs. visible agent), respectively. Two evaluation methods were used: namely, dialog analysis of the collaborative process and evaluation of learning gains. The real-time gaze feedback and PCA suggestions facilitated the coordination process, while gaze was relatively more effective in improving the learning gains. Learners in the Gaze-feedback condition achieved superior learning gains upon receiving PCA suggestions. A successful coordination/high learning performance correlation was noted solely for learners receiving visible gaze feedback and PCA suggestions simultaneously (visible gaze/visible agent). This finding has the potential to yield improved collaborative processes and learning gains through integration of these two methods as well as contributing towards design principles for collaborative-learning support systems more generally.
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Alkhalaf, Salem, Jeremy Nguyen, Anne Nguyen, and Steve Drew. "Online Learner Satisfaction and Collaborative Learning." International Journal of Information and Communication Technology Education 9, no. 2 (April 2013): 66–78. http://dx.doi.org/10.4018/jicte.2013040106.
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Despite the considerable potential for e-learning to improve learning outcomes, particularly for female students and students who need to rely on distance learning, feedback from current users of e-learning systems in the Kingdom of Saudi Arabia (KSA) suggests a relatively low level of satisfaction. This study adopts a mixed-methods approach in investigating the underlying reasons for this situation. Results indicate that students are not unhappy with the information technology infrastructure or with other technical aspects. However, many students report a low level of interaction between them and their fellow students. When interactions do occur, students indicate overwhelmingly that they find such interactions useful. Together, these findings suggest that greater student interaction, which could be fostered through the use of collaborative learning, is likely to be both popular with students and beneficial to their learning outcomes.