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Journal articles on the topic 'Face to face collaboration'

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Author: Grafiati

Published: 10 March 2023

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1

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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Boyson, Beverly, and Virginia Vogel Zanger. "Face to Face: Communication, Culture and Collaboration." TESOL Quarterly 29, no. 4 (1995): 786. http://dx.doi.org/10.2307/3588181.

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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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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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Mejía, Morán, Favela, Tentori, Markarian, and Castro. "On The Move Collaborative Environments: Augmenting Face To Face Informal Collaboration in Hospitals." e-Service Journal 6, no. 1 (2007): 98. http://dx.doi.org/10.2979/esj.2007.6.1.98.

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Anderson, Tony, Alison Sanford, Avril Thomson, and William Ion. "Computer-Supported and Face-to-Face Collaboration on Design Tasks." Discourse Processes 43, no. 3 (April 23, 2007): 201–28. http://dx.doi.org/10.1080/01638530701226188.

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7

Zhang, Liang, and Ji Wen Dong. "Face Recognition Algorithm Based on Kernel Collaborative Representation." Advanced Materials Research 756-759 (September 2013): 3590–95. http://dx.doi.org/10.4028/www.scientific.net/amr.756-759.3590.

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Aiming at solving the problems of occlusion and illumination in face recognition, a new method of face recognition based on Kernel Principal Components Analysis (KPCA) and Collaborative Representation Classifier (CRC) is developed. The KPCA can obtain effective discriminative information and reduce the feature dimensions by extracting faces nonlinear structures features, the decisive factor. Considering the collaboration among the samples, the CRC which synthetically consider the relationship among samples is used. Experimental results demonstrate that the algorithm obtains good recognition rates and also improves the efficiency. The KCRC algorithm can effectively solve the problem of illumination and occlusion in face recognition.

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Young, Nathan P., David B. Burkholder, Lindsey M. Philpot, Paul M. McKie, and Jon O. Ebbert. "Synchronous neurology–primary care collaboration in a medical home." Neurology: Clinical Practice 10, no. 5 (October 14, 2019): 388–95. http://dx.doi.org/10.1212/cpj.0000000000000754.

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BackgroundSynchronous collaboration as defined by a simultaneous encounter between primary care providers (PCPs), patients, and neurologists may improve access to neurologic expertise, care value, and satisfaction of PCPs and patients. We examined a series of synchronous collaborations and report outcomes, PCP satisfaction, downstream utilization, and illustrative case examples.MethodsWithin an outpatient collaborative primary care–neurology care model, we implemented synchronous video consultations from a central hub to satellite clinics while increasing availability of synchronous telephone and face-to-face collaboration. PCP experience was assessed by a postcollaboration survey. Individual cases were summarized. Clinical and utilization outcomes were assessed by a neurologist immediately after and by follow-up chart review.ResultsA total of 58 total synchronous collaborations were performed: 30 by telephone (52%), 18 face to face (31%), and 10 by video (17%) over 27 clinic half-days. The most frequent outcomes as assessed by the neurologist were reassurance of the PCP (23/58; 40%) and patient (22/59; 38%), and the neurologist changed the treatment plan (23/58; 40%). A subsequent face-to-face consultation was completed in 15% (6/58) of patients initially assessed by telephone or video. Test utilization was avoided in 40% (23/58). Unintended utilization occurred 9% (5/58). Most PCPs were very satisfied with the ease of access, quality of care, and reported high likelihood of subsequent use. PCPs perceived similar or less time spent during synchronous vs asynchronous collaboration and neurologist usually altered the testing (87.8%) and treatment plan (95.2%).ConclusionsSynchronous collaboration between neurologists and PCPs may improve timely access to neurologic expertise, downstream utilization, and PCP satisfaction.

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Skopp, Nancy A., Don E. Workman, Jamie L. Adler, and Gregory A. Gahm. "Analysis of Distance Collaboration Modalities: Alternatives to Meeting Face-to-Face." International Journal of Human-Computer Interaction 31, no. 12 (September 14, 2015): 901–10. http://dx.doi.org/10.1080/10447318.2015.1072786.

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Noss, Richard, Celia Hoyles, Jean-Luc Gurtner, Ross Adamson, and Sarah Lowe. "Face-to-face and online collaboration: appreciating rules and adding complexity." International Journal of Continuing Engineering Education and Lifelong Learning 12, no. 5/6 (2002): 521. http://dx.doi.org/10.1504/ijceell.2002.002149.

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Hatem, Wadhah Amer, Alan Kwan, and John Miles. "Comparing the effectiveness of face to face and computer mediated collaboration." Advanced Engineering Informatics 26, no. 2 (April 2012): 383–95. http://dx.doi.org/10.1016/j.aei.2012.01.001.

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Phillips, P. Jonathon, Amy N. Yates, Ying Hu, Carina A. Hahn, Eilidh Noyes, Kelsey Jackson, Jacqueline G. Cavazos, et al. "Face recognition accuracy of forensic examiners, superrecognizers, and face recognition algorithms." Proceedings of the National Academy of Sciences 115, no. 24 (May 29, 2018): 6171–76. http://dx.doi.org/10.1073/pnas.1721355115.

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Achieving the upper limits of face identification accuracy in forensic applications can minimize errors that have profound social and personal consequences. Although forensic examiners identify faces in these applications, systematic tests of their accuracy are rare. How can we achieve the most accurate face identification: using people and/or machines working alone or in collaboration? In a comprehensive comparison of face identification by humans and computers, we found that forensic facial examiners, facial reviewers, and superrecognizers were more accurate than fingerprint examiners and students on a challenging face identification test. Individual performance on the test varied widely. On the same test, four deep convolutional neural networks (DCNNs), developed between 2015 and 2017, identified faces within the range of human accuracy. Accuracy of the algorithms increased steadily over time, with the most recent DCNN scoring above the median of the forensic facial examiners. Using crowd-sourcing methods, we fused the judgments of multiple forensic facial examiners by averaging their rating-based identity judgments. Accuracy was substantially better for fused judgments than for individuals working alone. Fusion also served to stabilize performance, boosting the scores of lower-performing individuals and decreasing variability. Single forensic facial examiners fused with the best algorithm were more accurate than the combination of two examiners. Therefore, collaboration among humans and between humans and machines offers tangible benefits to face identification accuracy in important applications. These results offer an evidence-based roadmap for achieving the most accurate face identification possible.

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Tang, Chun M., and Adrian Bradshaw. "Instant messaging or face-to-face? How choice of communication medium affects team collaboration environments." E-Learning and Digital Media 17, no. 2 (January 13, 2020): 111–30. http://dx.doi.org/10.1177/2042753019899724.

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Working on team projects is a common feature in higher education as a way to foster team learning and collaboration. For a team to work well towards achieving project objectives, it is important that there is effective team communication. Conventionally, face-to-face interactions allow students to interact with each other in multiple communication channels, simultaneously sending and receiving verbal and nonverbal messages in real time. Today, modern mobile technology offers students a variety of alternative digital communication media for collaboration. Unlike a full-channel communication medium such as the face-to-face interaction, a digital communication medium like instant messaging does not normally transmit nonverbal cues. As a result, to compensate for insufficient nonverbal cues, users of instant messaging services have to put more effort and time into understanding each other. If more effort and time is required to understand each other better, then why is it that today’s students prefer instant messaging to face-to-face interactions for collaborative project work? To answer this question, this study conducted a questionnaire survey to collect responses from university students who have been involved in team projects. This study analysed students’ copresence (a second-order formative construct consisting of two first-order constructs: self-copresence and partner-copresence) and its relationships with media satisfaction and communication effectiveness. It investigated whether these relationships differed between the students who used instant messaging and those who used face-to-face interactions. In addition, this study also examined whether media satisfaction played a mediating role between copresence and communication effectiveness. The findings of this study could help explain how different communication media can facilitate teamwork in collaborative learning environments.

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Earley, Rebecca, and Rosie Hornbuckle. "Face-ing Collaboration: A Meditation on the Faces of Circular Textile Research." Journal of Textile Design Research and Practice 5, no. 2 (July 3, 2017): 85–109. http://dx.doi.org/10.1080/20511787.2018.1478703.

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Tutty, Jeremy I., and James D. Klein. "Computer-mediated instruction: a comparison of online and face-to-face collaboration." Educational Technology Research and Development 56, no. 2 (June 21, 2007): 101–24. http://dx.doi.org/10.1007/s11423-007-9050-9.

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Tutty, Jeremy I., and James D. Klein. "Computer-mediated instruction: a comparison of online and face-to-face collaboration." Educational Technology Research and Development 56, no. 4 (April 15, 2008): 507. http://dx.doi.org/10.1007/s11423-008-9092-7.

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Bhuvaneshwari Palanisamy, Sujatha U. ,. "Face to Face vs. Online Instruction: An Analysis." Psychology and Education Journal 58, no. 2 (February 10, 2021): 5948–53. http://dx.doi.org/10.17762/pae.v58i2.3069.

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The role of instructors in face to face and online instruction has few things in common but many things in contrast. Other than the strong foundation of knowledge, traditional classroom teachers have more responsibilities like adaptability, motivating and encouraging active participation, listening to students, enhance collaboration with other students, etc. Traditional classroom teachers create a new society and an active learning environment for the students inside the classroom whereas the role of online instructors is contravening and never-ending. In online instruction designing a course, content delivery, activities, assignments, and examination are done in the absence of students. The flexibility in online learning, though communication is done through electronic media to an extent, considerably reduces the interaction between the teachers and learners and makes either of them to work in isolation. This paper discusses the advantages, disadvantages, and other aspects of face to face and online learning

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Della Casa, Martina. "Face to face." Między Oryginałem a Przekładem 28, no. 3(57) (September 20, 2022): 11–26. http://dx.doi.org/10.12797/moap.28.2022.57.01.

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FACE TO FACE: FRANCO BELTRAMETTI AND JUDITH DANCIGER: A COUPLE OF TRANSLATORS In 1973 Franco Beltrametti, a Swiss author strictly connected to both the authors of the Beat Generation and to those of the Italian neo-avant-garde (Gruppo 63), published a bilingual collection of poems in Italian and English that he significantly titled Face to face (Grosseteste, England). As stated in the book itself, the English versions are translations by the author and his American wife, Judith Danciger. They were later checked and revised by Cid Corman to whom the book is dedicated. By taking into consideration the different versions of these poems which are preserved in the Swiss Literary Archives (Bern), this paper continues a previous research on this still little known and studied author and aims to examine the different phases of this work between languages by the couple. Face to face emerges as strongly representative of the multilingual and collaborative dimension of the author’s work.

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Gosavi, Vinodpuri Rampuri, Anil Kishanrao Deshmane, and Ganesh Shahuba Sable. "Enhanced Face Recognition System." International Journal of Electronics, Communications, and Measurement Engineering 8, no. 1 (January 2019): 49–62. http://dx.doi.org/10.4018/ijecme.2019010104.

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Image processing has enormous applications and bio-metrics is one of them that has become a focal point for researchers, as well as for developers. The most common application of bio-metrics is the face analysis. The face analysis is an efficient method to detect and verify the faces of people. In this research article we have the proposed techniques are CRC and KNN. Generally, CRC (Collaboration representation based classification) relies on the collaboration among various classes to represent an image sample. KNN (K-Nearest Neighbor) it is a category of classification approach that utilized to access regression purposes. The experiment is performed on the Yale database and the results are acquired from the simulation tool MATLAB. The performance parameters are accurate, processing time, random noise and random occlusion. A comparison of performance is described and it is proven that the proposed method results give the enhancement in the overall performance of face recognition and accuracy value is 99%.

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Tang, Li, Guangyuan Hu, Yang Sui, Yuhan Yang, and Cong Cao. "Retraction: The “Other Face” of Research Collaboration?" Science and Engineering Ethics 26, no. 3 (March 25, 2020): 1681–708. http://dx.doi.org/10.1007/s11948-020-00209-1.

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Byrne, Patrick J., Chad Gordon, and W. P. Andrew Lee. "Face Transplant Teams and the Collaboration Imperative." JAMA Facial Plastic Surgery 16, no. 2 (March 2014): 83–84. http://dx.doi.org/10.1001/jamafacial.2013.2280.

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Standl, Bernhard, Thomas Kühn, and Nadine Schlomske-Bodenstein. "Student-Collaboration in Online Computer Science Courses – An Explorative Case Study." International Journal of Engineering Pedagogy (iJEP) 11, no. 5 (October 5, 2021): 87. http://dx.doi.org/10.3991/ijep.v11i5.22413.

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As a result of the current Covid-19 pandemic, a shift in teaching and learning from face-to-face to video-based online instructional settings has also occurred in higher education. For online teaching, strategies are required to allow collaboration and interaction between learners, similar to face-to-face teaching. Therefore, it is essential to identify how students perceive group work in online classes in order to be able to draw relevant conclusions for the design of online classes. This paper examines the learning climate and the perceived key features of collaborative learning in two different computer science courses with (N = 9) pre-service-teachers in computer science and (N = 7) computer science majors which have taken place in the virtual gathering space gather.town. We chose this platform to provide a wide opportunity for interaction, especially during collaborative group work. Even though we can draw no conclusions that the possibility of interaction in gather.town platform had an impact on the learning atmosphere, results indicate that the learning atmosphere was perceived as similar to that in face-to-face courses. Furthermore, the results based on the qualitative content analysis indicate that students perceived a high activation as working better in online collaboration than in face-to-face settings.

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Noël, René, Diego Miranda, Cristian Cechinel, Fabián Riquelme, Tiago Thompsen Primo, and Roberto Munoz. "Visualizing Collaboration in Teamwork: A Multimodal Learning Analytics Platform for Non-Verbal Communication." Applied Sciences 12, no. 15 (July 26, 2022): 7499. http://dx.doi.org/10.3390/app12157499.

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Developing communication skills in collaborative contexts is of special interest for educational institutions, since these skills are crucial to forming competent professionals for today’s world. New and accessible technologies open a way to analyze collaborative activities in face-to-face and non-face-to-face situations, where collaboration and student attitudes are difficult to measure using traditional methods. In this context, Multimodal Learning Analytics (MMLA) appear as an alternative to complement the evaluation and feedback of core skills. We present a MMLA platform to support collaboration assessment based on the capture and classification of non-verbal communication interactions. The developed platform integrates hardware and software, including machine learning techniques, to detect spoken interactions and body postures from video and audio recordings. The captured data is presented in a set of visualizations, designed to help teachers to obtain insights about the collaboration of a team. We performed a case study to explore if the visualizations were useful to represent different behavioral indicators of collaboration in different teamwork situations: a collaborative situation and a competitive situation. We discussed the results of the case study in a focus group with three teachers, to get insights in the usefulness of our proposal. The results show that the measurements and visualizations are helpful to understand differences in collaboration, confirming the feasibility the MMLA approach for assessing and providing collaboration insights based on non-verbal communication.

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Taylor, Simeon, Thuong Hoang, George Aranda, Gerard T. Mulvany, and Stefan Greuter. "Immersive Collaborative VR Application Design." International Journal of Gaming and Computer-Mediated Simulations 13, no. 4 (October 2021): 1–14. http://dx.doi.org/10.4018/ijgcms.291538.

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Due to the recent COVID-19 pandemic, there has been a renewed interest in expanding the capabilities of remote collaboration tools. Studies show the importance of noticing peripheral cues, pointing to or manipulating real-world objects in face-to-face meetings. This case study investigated the opportunities of combining traditional video conferencing with a multi-user VR platform to enable the interactive collaborative design of a VR training experience between multiple stakeholders working from their homes. In this article, the authors reflect on the experience and contribute a fully online and immersive collaborative design workflow for future VR development projects. The authors believe this workflow is of benefit for remote collaboration in general, but particularly in severely restricted environments when face-to-face meetings are impossible.

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Gilbert, Stephen B., Wonsil Jang, Austin Garcia, Nicholas Krone, Mahmood Ramezani, and Karen Doty. "Re-Solution – Katrina Edition: Moving a Face-to-Face Game Online." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 61, no. 1 (September 2017): 356–60. http://dx.doi.org/10.1177/1541931213601571.

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Every year natural disasters and other large scale human challenges occur that require group cooperation and collaboration to provide the first steps of successful conflict resolution. All too often, stakeholders in these complex dilemmas lack empathy and understanding of others’ interests. This research describes the challenges of adapting a face-to-face game designed to address these issues to an online game called ReSolution. While the game development is still underway, the authors describe their approach to addressing three challenges during this adaptation: 1) maintain personal engagement online, 2) scope the negotiation complexity, and 3) automate personalized feedback and 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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Velasco-Gutiérrez, Gerardo, Miguel A. Montoya, and Joan-Lluis Capelleras. "Strategic Effect of Collaboration Between ETICS." AD-minister, no. 35 (December 14, 2019): 93–116. http://dx.doi.org/10.17230/ad-minister.35.4.

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This paper analyzes the relationship between networking capabilities and the motives behind SMEs taking part in collaborative relationships with firms within the same sector. Specifically, we analyzed inter-firm collaborations for new product development and the decision(s) to outsource. The main contribution of this paper is focused on identifying the existence of the mediating effect that Hybrid growth strategy has, connected to these relations. It is argued that the Hybrid growth strategy mediates the relationship between networking capabilities and the different collaborative modes with firms within the same sector. The results, obtained through a binomial logit model, supported these arguments by using a database formed by 450 face-to-face surveys, from which 296 took part in an inter-firm collaboration between 2012-2014. The surveys were given to CEOs from SMEs that participated in collaborative activities with other firms in the Electronic, Technology, Information, and Communications sector (ETICS) in Mexico.

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Lajoie, Susanne P., Benilde Garcia, Gloria Berdugo, Luis MÁrquez, Susana EspÍndola, and Carlos Nakamura. "The Creation of Virtual and Face-to-Face Learning Communities: An International Collaboration Experience." Journal of Educational Computing Research 35, no. 2 (September 2006): 163–80. http://dx.doi.org/10.2190/1g77-3371-k225-7840.

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Marttunen, Miika J., and Leena I. Laurinen. "Secondary school students’ collaboration during dyadic debates face-to-face and through computer chat." Computers in Human Behavior 25, no. 4 (July 2009): 961–69. http://dx.doi.org/10.1016/j.chb.2009.04.005.

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Saraç, Mehmet, and Mehmet Doğan. "EFL Learners’ Perceptions Regarding Peer-Collaboration and Communication in Face-to-Face and Online Classes." International Journal of Education and Literacy Studies 10, no. 3 (August 12, 2022): 55–62. http://dx.doi.org/10.7575/aiac.ijels.v.10n.3p.55.

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The study aims to reveal the perceptions of EFL learners regarding peer collaboration and communication in online and face-to-face classes. Online classes were already on the agenda of many educational institutions with the growing interest in utilising various digital platforms; however, with the COVID-19 epidemic, the process accelerated and offering online classes became an urgent necessity for schools and universities. This radical and sudden change presents both opportunities and challenges for universities and students. One of the challenges is fostering the foreign language literacy of the learners and pursuing effective communication and collaboration among students in online classes. The study adopted a qualitative research design with the aim of exploring the phenomenon from the inside out. The students in the participant group are actively learning English at a state university in hybrid education conditions. As the participating students are exposed to both face-to-face and online teaching practices simultaneously, they are expected to have the ability to compare the two types of instruction in terms of peer communication and collaboration. Semi-structured interviews were conducted to reveal the perceptions of the EFL learners, and the qualitative data were analysed by utilising the content analysis procedures. The analysis of the qualitative data revealed that the EFL learners found face-to-face classes more effective, and they credited the real classroom setting in that it creates more authentic and sincere communication opportunities for them. On the other hand, some opportunities created by the online classes were also stated by the participating students; in addition, some valuable suggestions were also offered by the participants for the improvement of online classes.

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Perkins, Rachel, and Catheryn Khoo-Lattimore. "Friend or foe: Challenges to collaboration success at different lifecycle stages for regional small tourism firms in Australia." Tourism and Hospitality Research 20, no. 2 (March 26, 2019): 184–97. http://dx.doi.org/10.1177/1467358419836719.

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Small tourism businesses are essential to Australia’s economy and development, particularly in regional and rural areas, where a majority of these firms are located. It is important to understand the operation of regional small tourism business, to create strategies for their sustained success into the future. This research paper explores collaboration as an operation of small tourism businesses, by understanding the extent to which small tourism firms face challenges in collaborating at different stages of their business life cycle, and how these challenges to collaboration can be overcome. Collaboration is the selected concept examined within this study as it exposes businesses to shared knowledge, resources, marketing, and capabilities, which these businesses alone would not typically possess. To understand this further, reponses about collaborative behavior were gathered from 24 small tourism operators/managers from The Granite Belt region in South-East Queensland, Australia. Tourism operators recognized several hindrances to successful collaboration: (1) a limited understanding of what collaboration is and how it can be enacted, (2) the informal nature of current collaborations, (3) unbalanced efforts from stakeholders within the collaborations, (4) competition between stakeholders, (5) differing opinions of collaborating businesses, and (6) perceived failure or misdirected leadership from local governing bodies. Using these challenges, a framework was developed that makes recommendations to tourism scholars, organizations, operators, and local councils on how to overcome these hindrances by improving communication, formalizing selected collaborative efforts, and reporting on collaborations.

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Akbar, Robeth, Bambang Supriyono, and Tjahjanulin Domai. "Collaborative Governance dalam Pengembangan Desa Wisata Gubugklakah Kabupaten Malang." Jurnal Ilmiah Administrasi Publik 8, no. 2 (August 28, 2022): 170–77. http://dx.doi.org/10.21776/ub.jiap.2022.008.02.5.

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Collaborative Governance, collaboration is the answer to the complexity of the problems that need to be addressed by the government. The collaborative approach can also be applied in tourism development. One of them is the practice of collaboration in Gubugklakah Village. This collaboration was initiated by the people of Gubugklakah Village with the aim of adding economic values to the community. This research is a descriptive study with a qualitative approach, so that the types of data obtained are primary data from in-depth interviews and secondary data. Based on the research conducted, it was found that the collaboration process starts from face-to-face dialogue or intensive communication between actors. In addition, the starting conditions, institutional design, and facilitative leadership factors are supporting factors in collaboration in the development of the Gubugklakah Tourism Village.

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Wishart, M. J., and B. R. Davies. "Collaboration, conservation and the changing face of limnology." Aquatic Conservation: Marine and Freshwater Ecosystems 12, no. 5 (2002): 567–75. http://dx.doi.org/10.1002/aqc.507.

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Reinke, Amanda. "NGO-Research Collaborations and Conflicts." Commoning Ethnography 2, no. 1 (December 19, 2019): 98. http://dx.doi.org/10.26686/ce.v2i1.5359.

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Ethnographers collaborating with NGOs and non-profits while simultaneously researching their organizational structure, practices, and beliefs about service, advocacy, and activism face myriad challenges. However, collaboration – as it exists in a dialectical relationship between stakeholders working towards common goals – may also generate ethnographic insights that add to anthropological knowledge of NGOs. According to Lassiter (2005a, 2005b), researchers undertaking collaborative ethnography have four commitments: (1) ethical responsibilities to stakeholders; (2) honesty/transparency about research; (3) accessible writing; and (4) collaborative reading, writing, and interpretation. Collaborations may be interrupted at various points, but especially where bureaucratic structures and operations intervene. For example, agreements and documentation (e.g., memoranda of understanding, or MOUs) often challenge the interests and affect of collaborative work. In this article I draw on five years of collaborative NGOgraphy, Lassiter’s conceptualization of collaborative ethnography, and respond to Hymes’ (1972) call for a personal ethnography, in order to discuss the challenges and opportunities of NGO-researcher collaboration.

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Billinghurst, M., H. Kato, K. Kiyokawa, D. Belcher, and I. Poupyrev. "Experiments with Face-To-Face Collaborative AR Interfaces." Virtual Reality 6, no. 3 (October 1, 2002): 107–21. http://dx.doi.org/10.1007/s100550200012.

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Blaskovich, Jennifer L. "Exploring the Effect of Distance: An Experimental Investigation of Virtual Collaboration, Social Loafing, and Group Decisions." Journal of Information Systems 22, no. 1 (March 1, 2008): 27–46. http://dx.doi.org/10.2308/jis.2008.22.1.27.

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Contemporary businesses are rapidly embracing virtual collaboration as a flexible, cheaper, and more efficient method for conducting group work. Past research has shown, however, that virtual groups operate quite differently than face-to-face groups. In this study, Social Impact Theory provides a framework to investigate whether virtual collaboration heightens social loafing—the tendency for individuals to contribute less than full effort to a group. The theory predicts that member distance, inherent in virtual collaboration, increases the propensity of group members to loaf, and decreases group performance. Two hundred seventy-nine participants assigned to face-to-face or virtual groups completed a business resources allocation task. Results suggest that virtual collaboration negatively affects group performance and that social loafing behavior may partially explain this result. The findings imply that organizations should carefully consider whether virtual collaboration can be seamlessly substituted for face-to-face group interaction.

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Seo, Hangju, and Jongwoo Park. "Effect of information system quality of non-face-to-face collaboration system on organizational performance." Academic Society of Global Business Administration 19, no. 2 (April 30, 2022): 26–49. http://dx.doi.org/10.38115/asgba.2022.19.2.26.

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Siampou, F., V. Komis, and N. Tselios. "Online versus face-to-face collaboration in the context of a computer-supported modeling task." Computers in Human Behavior 37 (August 2014): 369–76. http://dx.doi.org/10.1016/j.chb.2014.04.032.

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Lee, Jae, Jung Sung, Daniel Sarpong, Jimmy Efird, Paul Tchounwou, Elizabeth Ofili, and Keith Norris. "Knowledge Management for Fostering Biostatistical Collaboration within a Research Network: The RTRN Case Study." International Journal of Environmental Research and Public Health 15, no. 11 (November 12, 2018): 2533. http://dx.doi.org/10.3390/ijerph15112533.

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Purpose: While the intellectual and scientific rationale for research collaboration has been articulated, a paucity of information is available on a strategic approach to facilitate the collaboration within a research network designed to reduce health disparities. This study aimed to (1) develop a conceptual model to facilitate collaboration among biostatisticians in a research network; (2) describe collaborative engagement performed by the Network’s Data Coordinating Center (DCC); and (3) discuss potential challenges and opportunities in engaging the collaboration. Methods: Key components of the strategic approach will be developed through a systematic literature review. The Network’s initiatives for the biostatistical collaboration will be described in the areas of infrastructure, expertise and knowledge management and experiential lessons will be discussed. Results: Components of the strategic approach model included three Ps (people, processes and programs) which were integrated into expert management, infrastructure management and knowledge management, respectively. Ongoing initiatives for collaboration with non-DCC biostatisticians included both web-based and face-to-face interaction approaches: Network’s biostatistical capacities and needs assessment, webinar statistical seminars, mobile statistical workshop and clinics, adjunct appointment program, one-on-one consulting, and on-site workshop. The outreach program, as a face-to-face interaction approach, especially resulted in a useful tool for expertise management and needs assessment as well as knowledge exchange. Conclusions: Although fostering a partnered research culture, sustaining senior management commitment and ongoing monitoring are a challenge for this collaborative engagement, the proposed strategies centrally performed by the DCC may be useful in accelerating the pace and enhancing the quality of the scientific outcomes within a multidisciplinary clinical and translational research network.

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Bernstein, Ethan S., and Stephen Turban. "The impact of the ‘open’ workspace on human collaboration." Philosophical Transactions of the Royal Society B: Biological Sciences 373, no. 1753 (July 2, 2018): 20170239. http://dx.doi.org/10.1098/rstb.2017.0239.

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Organizations’ pursuit of increased workplace collaboration has led managers to transform traditional office spaces into ‘open’, transparency-enhancing architectures with fewer walls, doors and other spatial boundaries, yet there is scant direct empirical research on how human interaction patterns change as a result of these architectural changes. In two intervention-based field studies of corporate headquarters transitioning to more open office spaces, we empirically examined—using digital data from advanced wearable devices and from electronic communication servers—the effect of open office architectures on employees' face-to-face, email and instant messaging (IM) interaction patterns. Contrary to common belief, the volume of face-to-face interaction decreased significantly (approx. 70%) in both cases, with an associated increase in electronic interaction. In short, rather than prompting increasingly vibrant face-to-face collaboration, open architecture appeared to trigger a natural human response to socially withdraw from officemates and interact instead over email and IM. This is the first study to empirically measure both face-to-face and electronic interaction before and after the adoption of open office architecture. The results inform our understanding of the impact on human behaviour of workspaces that trend towards fewer spatial boundaries. This article is part of the theme issue ‘Interdisciplinary approaches for uncovering the impacts of architecture on collective behaviour’.

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Sokol, Robin. "Do we X, Should/Shall we X, Let’s X." Interaction Studies 20, no. 2 (October 7, 2019): 339–61. http://dx.doi.org/10.1075/is.17013.sok.

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Abstract This article studies the formats Do we X, Should/Shall we X, and Let’s X in order to deepen our understanding of face-to-face collaborative interactions at the computer. We use 6 hours of data of university students collaborating in British and American English, and our methodology is Conversation Analysis. We demonstrate that the participants display and orient to the immediacy/remoteness of the task, as well as their entitlement to carry out the proposed task, when they put forward a proposed action. To do so, they use specific formats, specific verbs, and display specific tasks depending on their needs, emerging from the unfolding of the collaboration. We argue that collaboration is not only a matter of organising the accomplishment of a set of tasks, but also of displaying what kind of task is being proposed, and to what extent the speaker is entitled to the proposed task.

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Nussbaum, Miguel, Claudio Alvarez, Angela McFarlane, Florencia Gomez, Susana Claro, and Darinka Radovic. "Technology as small group face-to-face Collaborative Scaffolding." Computers & Education 52, no. 1 (January 2009): 147–53. http://dx.doi.org/10.1016/j.compedu.2008.07.005.

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Echeverría, Alejandro, Miguel Nussbaum, Juan Felipe Calderón, Claudio Bravo, Cristián Infante, and Andrea Vásquez. "Face-to-face collaborative learning supported by mobile phones." Interactive Learning Environments 19, no. 4 (September 2011): 351–63. http://dx.doi.org/10.1080/10494820903232943.

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Ekeocha, Justina Ohaeri, and Susan E. Brennan. "Collaborative recall in face-to-face and electronic groups." Memory 16, no. 3 (April 2008): 245–61. http://dx.doi.org/10.1080/09658210701807480.

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Clark, Patricia, and Eleanor Kane. "TELECOLLABORATION VERSUS FACE-TO-FACE INTERACTION: A CLIL 4Cs PERSPECTIVE ON COLLABORATION IN DRAMA AND EFL." Pedagogical Education in Russia, no. 4 (2016): 25–30. http://dx.doi.org/10.26170/po16-04-05.

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Van Eaton, Grant, Douglas B. Clark, and Blaine E. Smith. "Patterns of Physics Reasoning in Face-to-Face and Online Forum Collaboration Around a Digital Game." International Journal of Education in Mathematics, Science and Technology 3, no. 1 (January 1, 2015): 1. http://dx.doi.org/10.18404/ijemst.10740.

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Zhang, Weiwei, Hongbo Zhou, Jian Mo, Chenghui Zhen, and Ming Ji. "Accelerated Inference of Face Detection under Edge-Cloud Collaboration." Applied Sciences 12, no. 17 (August 24, 2022): 8424. http://dx.doi.org/10.3390/app12178424.

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Model compression makes it possible to deploy face detection models on devices with limited computing resources. Edge–cloud collaborative inference, as a new paradigm of neural network inference, can significantly reduce neural network inference latency. Inspired by these two techniques, this paper adopts a two-step acceleration strategy for the CenterNet model. Firstly, the model pruning method is used to prune the convolutional layer and the deconvolutional layer to obtain a preliminary acceleration effect. Secondly, the neural network is segmented by the optimizer to make full use of the computing resources on the edge and the cloud to further accelerate the inference of the neural network. In the first strategy, we achieve a 62.12% reduction in inference latency compared to the state-of-the-art object detection model Blazeface. Additionally, with a two-step speedup strategy, our method is only 26.5% of the baseline when the bandwidth is 500 kbps.

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Long, Sarah Ann. "Exploring the wiki world: the new face of collaboration." New Library World 107, no. 3/4 (March 2006): 157–59. http://dx.doi.org/10.1108/03074800610654934.

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FORD, JASON. "ENGINEERING COLLABORATION DELIVERS COVID-19 FACE-SHIELDS." Engineer 300, no. 7917 (May 2020): 9. http://dx.doi.org/10.12968/s0013-7758(22)90223-5.

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Gogacz, Adam Krzysztof, and Marta Małgorzata Kędzia. "Transnational partner meetings in the face of the pandemic – the case of Strategic Partnerships implementing international projects." Studia Periegetica 31, no. 3 (September 30, 2020): 31–47. http://dx.doi.org/10.5604/01.3001.0014.4603.

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During the pandemic of COVID-19 the work on projects that require team working has changed. The face-to-face meetings, with the physical presence of participants, were moved to virtual space, enforcing the change in the way of project partners’ communication. The aim of the paper is to indicate the risks in the area of transnational project collaboration resulting from replacing face-to-face meetings with virtual mobility, from the skills’ development perspective. The authors of the paper explain the mechanisms of transnational projects and present how the change of communication towards purely virtual mode may affect the development of skills needed in effective project collaboration and transcultural communication. The discussion is based on the review of the available literature on the challenges of global project teams, the instrumental case study combined with the analysis of statistical data on organisations’ participation in European Strategic Partnerships within Erasmus+ Programme and authors’ experience gained through participant observation of transnational meetings conducted in the period of 2018-2020. Project partners’ participation in face-to-face meetings fosters their personal development and contributes to effective transnational collaboration. The great variety of cognitive, personal, social and communicational skills that face-to-face meetings elicit, and thus contribute to the quality of transnational project team collaboration in the multicultural environment depend on physical presence and interaction of partners. Replacing real presence of project partners with their virtual attendance reduces chances for these skills to be developed and thus may negatively influence the quality of the project collaboration. Taking into account the value that the real presence of project partners brings to international partnerships as well as the development of project team members, it is worth considering, as soon as the pandemic situation allows it, returning to planning and organizing face-to-face international partnership meetings.

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