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Arling, Priscilla A., Edward J. Miech, and Greg W. Arling. "Comparing Electronic and Face-to-Face Communication in the Success of a Long-Term Care Quality Improvement Collaborative." International Journal of Reliable and Quality E-Healthcare 2, no. 1 (January 2013): 1–10. http://dx.doi.org/10.4018/ijrqeh.2013010101.
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Researchers have long debated the effectiveness of electronic communication for getting work done in organizations, with many arguing that face-to-face interaction is key to high quality work and desired outcomes. Yet in healthcare quality improvement (QI) collaboratives, membership is frequently comprised of individuals from different, geographically dispersed organizations. This study examines the relationship between electronic and face-to-face interaction and the outcomes of a specific QI collaborative, the Empira Fall Prevention project in Minnesota. Outside of regularly scheduled meetings, the level of electronic communication reported by participants was associated with better outcomes in terms of reducing the percentage of new falls in facilities, along with other measures of effectiveness. In-person communication outside of meetings was related to subjective measures of success. The findings suggest ways in which collaboratives and members can leverage different modes of communication to maximize the benefits derived from participation.
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Knight, Andrew Walter, Chun Wah Michael Tam, Sarah Dennis, John Fraser, and Dimity Pond. "The role of quality improvement collaboratives in general practice: a qualitative systematic review." BMJ Open Quality 11, no. 2 (May 2022): e001800. http://dx.doi.org/10.1136/bmjoq-2021-001800.
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BackgroundThis systematic review used qualitative methodologies to examine the role of quality improvement collaboratives (QICs) in general practice. The aim was to inform implementers and participants about the utility of using or participating in QICs in general practice.MethodsIncluded studies were published in English, used a QIC intervention, reported primary research, used qualitative or mixed methods, and were conducted in general practice.A Medline search between January 1995 and February 2020 was developed and extended to include Embase, CINAHL and PsycInfo databases. Articles were sought through chaining of references and grey literature searches.Qualitative outcome data were extracted using a framework analysis. Data were analysed using thematic synthesis. Articles were assessed for quality using a threshold approach based on the criteria described by Dixon-Woods.Results15 qualitative and 18 mixed-methods studies of QICs in general practice were included. Data were grouped into four analytical themes which describe the role of a collaborative in general practice: improving the target topic, developing practices and providers, developing the health system and building quality improvement capacity.DiscussionGeneral practice collaboratives are reported to be useful for improving target topics. They can also develop knowledge and motivation in providers, build systems and team work in local practice organisations, and improve support at a system level. Collaboratives can build quality improvement capacity in the primary care system. These roles suggest that QICs are well matched to the improvement needs of general practice.General practice participants in collaboratives reported positive effects from effective peer interaction, high-quality local support, real engagement with data and well-designed training in quality improvement.Strengths of this study were an inclusive search and explicit qualitative methodology. It is possible some studies were missed. Qualitative studies of collaboratives may be affected by selection bias and confirmation bias.PROSPERO registration numberCRD4202017512.
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Ishimaru, Ann M., Megan Bang, Charlene Montaño Nolan, Aditi Rajendran, and Jondou Chase Chen. "Expanding Theories of Educational Change in Family & Community-Led Designs." Journal of Family Diversity in Education 5, no. 2 (May 17, 2023): 83–114. http://dx.doi.org/10.53956/jfde.2023.179.
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In this paper, we share findings from Family Leadership Design Collaborative’s (FLDC) multi-year work, which comprised 10 co-design collaboratives engaged in historicizing their experiences and imagining transformative possibilities for education together. Using knowledge and interaction analysis (e.g., diSessa, Levin, & Brown, 2015) we examined collaboratives’ conceptual ecologies (Kelly & Green, 1998) to develop an empirical typology of collaboratives' theories of change (Tuck & Yang, 2018), or the broader aims and the who, what and how of their change-making conversations in community design circles, a first step of solidarity-driven codesign (Ishimaru et al., 2018). Across a diverse range of geographically, linguistically, and racially diverse families and communities, we intentionally rooted the design conversation in an initial set of principles in order to move beyond status quo problem-solving and open social dreaming spaces towards collective changemaking. We found: 1) a conceptual ecology of multiple theories of change both across contexts and within a given context; 2) systems-centric theories of change (premised on family deficiencies or institutional pragmatics) that constrained the dreaming of transformative possibilities; and 3) the increase of more expansive and transformative theories of change as the engagement was sustained and nurtured over time. We argue that sustained engagements that build politicized trust and the ability to grapple with tensions can deepen relational theorizing and enable groups to shape imaginative possibilities for pursuing and realizing change.
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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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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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Kitjaroonchai, Nakhon, and Suksan Suppasetseree. "Online Collaborative Writing via Google Docs: Case Studies in the EFL Classroom." Journal of Language Teaching and Research 12, no. 6 (November 2, 2021): 922–34. http://dx.doi.org/10.17507/jltr.1206.08.
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This article reported a case study investigating small group interaction patterns in online collaborative writing tasks and factors influencing team collaborations. Participants included six Asian EFL university students who formed two small groups and were engaged in two online collaborative writing tasks via Google Docs. Data collection included the participants’ use of writing change functions and language functions during the collaborative writing processes revealed through Google Docs archives and collaborative essays. Semi-structured interviews were employed to examine factors influencing small group collaborations. The findings revealed that the two teams exhibited divergent interaction patterns, but the patterns of interaction remained consistent within each group across both tasks. The qualitative content analysis showed factors that affected team collaborations were individual goals, learners’ English proficiency, individual roles, and the use of collaborative agency. The findings may help elucidate the divergence of online collaborative writing and provide insightful information for instructors to design collaborative writing activities and assist EFL learners in the co-construction of writing tasks.
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Nichols, Naomi Elizabeth. "Revealing the complexity of community-campus interactions." Canadian Journal of Higher Education 44, no. 1 (April 30, 2014): 69–94. http://dx.doi.org/10.47678/cjhe.v44i1.183548.
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In this paper, four qualitative case studies capture the complex interplay between the social and structural relations that shape community - academic partnerships. Collaborations begin as relationships among people. They are sustained by institutional structures that recognize and support these relationships. Productive collaborations centralize reciprocity, flexibility, and relationship building between individuals and institutions. Our findings also indicate a synergistic interaction between collaborative processes and outcomes: an equitable process supports the development of mutually beneficial outcomes, and the ability to sustain a collaborative process requires substantive progress towards shared change goals.
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Rigoni, Isabelle. "Accueillir les élèves migrants : dispositifs et interactions à l’école publique en France." Alterstice 7, no. 1 (July 24, 2017): 39–50. http://dx.doi.org/10.7202/1040610ar.
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La France est un vieux pays d'immigration accueillant des familles depuis la fin du 19e siècle. Depuis, les flux migratoires n’ont cessé de se diversifier et de se complexifier. Le défi est de taille pour les travailleurs sociaux, mais également pour l’institution scolaire, qui doit intégrer chaque année plusieurs dizaines de milliers d’élèves migrants. Si l’école française est obligatoire pour tous les enfants depuis 1882, les aménagements pour les élèves allophones arrivants sont une disposition relativement récente. Comment penser l’accueil scolaire de ces enfants et de ces jeunes, inscrits parfois dans des contextes paupérisés et stigmatisés et dans lesquels les enjeux sociaux, politiques et politiques sont déjà nombreux? Comment également penser les tensions politiques qui entourent les questions migratoires, et quelles en sont les conséquences pour les élèves et les personnes qui les accompagnent? Cet article propose une analyse des rapports qui se nouent entre différents acteurs de l’éducation en interaction (enseignants, intervenants sociaux et éducatifs) et la structuration des expériences éducatives d’enfants et jeunes migrants. Il s’agit d’analyser la capacité des acteurs professionnels à apporter un appui ajusté et pertinent aux difficultés et aux exigences auxquelles les enfants et jeunes sont soumis dans des cadres éducatifs normatifs et contraignants. Nous nous appuyons sur les résultats de plusieurs programmes de recherche visant, au moyen d’entretiens semi-directifs mais aussi d’observations et de méthodes collaboratives et participatives, à mieux connaître les conditions effectives d’accueil et de scolarisation offertes par les institutions scolaire et d’intervention sociale, afin d’appréhender les fonctionnements institutionnels au regard des attentes des familles et de leurs enfants, d’analyser les expériences migratoire et scolaire des enfants et jeunes et enfin de saisir les dimensions pluri-professionnelles de l’accompagnement éducatif pour ces populations.
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Umbrico, Alessandro, Andrea Orlandini, Amedeo Cesta, Marco Faroni, Manuel Beschi, Nicola Pedrocchi, Andrea Scala, et al. "Design of Advanced Human–Robot Collaborative Cells for Personalized Human–Robot Collaborations." Applied Sciences 12, no. 14 (July 6, 2022): 6839. http://dx.doi.org/10.3390/app12146839.
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Industry 4.0 is pushing forward the need for symbiotic interactions between physical and virtual entities of production environments to realize increasingly flexible and customizable production processes. This holds especially for human–robot collaboration in manufacturing, which needs continuous interaction between humans and robots. The coexistence of human and autonomous robotic agents raises several methodological and technological challenges for the design of effective, safe, and reliable control paradigms. This work proposes the integration of novel technologies from Artificial Intelligence, Control and Augmented Reality to enhance the flexibility and adaptability of collaborative systems. We present the basis to advance the classical human-aware control paradigm in favor of a user-aware control paradigm and thus personalize and adapt the synthesis and execution of collaborative processes following a user-centric approach. We leverage a manufacturing case study to show a possible deployment of the proposed framework in a real-world industrial scenario.
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Su, Jian Jun, Xiao Ping Liao, Xiao Rong Zhou, and Shuang Fei Wang. "Collaborative Environment Development for the Supported CAD/CAM." Materials Science Forum 594 (August 2008): 452–60. http://dx.doi.org/10.4028/www.scientific.net/msf.594.452.
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Collaborations abstract the interactions among a group of objects above the level of an individual object-oriented programming (OOP) message send for an integrated design/manufacture process, they can realize information share and system integration, and can be viewed as a type of systematic approach. This paper proposes the collaborative mode in the interior of an enterprise and among enterprises and a novel knowledge-based intensive CAD/CAM framework for collaborative environment development, which integrates product design, design for process planning, NC codes auto-generation and manufacturing simulation. A unified class of knowledge intensive data structures is defined using the blackboard and OO knowledge-based approach for handling both the design and the process planning problems. The detailed knowledge-intensive framework with integration of multi-cooperative knowledge sources and software is given. Thus, product design, process planning and NC codes auto-generation can be carried out simultaneously and collaboratively in an entirely computer-aided collaborative environment.
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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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Paniagua-Esquivel, Cristina, and Amaryllis Quirós-Ramírez. "La interacción colaborativa de niños preescolares en la resolución de problemas en un Ambiente Virtual Colaborativo." Interacciones: Revista de Avances en Psicología 6, no. 1 (2020): e196. http://dx.doi.org/10.24016/2020.v6n1.196.
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Sen, Arkendu, and Don Passey. "A proposed model of a visual interaction analysis graph for studying educational interactions and their impact on learning within a technology enhanced learning environment." Proceedings of the International Conference on Networked Learning 8 (April 2, 2012): 294–302. http://dx.doi.org/10.54337/nlc.v8.9100.
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Enhancing educational interactions in collaborative learning within Technology Enhanced Learning Environments (TELE) is a popular approach to engage students in active learning within the Higher education sector globally. These entail providing educational interaction episodes at various time points of a teaching/learning session. Analyses of interactions can explore whether improving student collaborations and interactions do indeed have an impact on learning. Few empirical studies on interaction analyses have been conducted in the context of Technology Enhanced classrooms in Higher education. Tools used currently for analyses of video data of educational interactions yield reports that are either too technical or do not, in themselves, give feedback on the impact of student interactions on learning. In this project, while studying collaborative learning within a Technology Enhanced practical lab, a simple model of an "Interaction Timeline Graph" was developed to sequentially analyse educational interactions over time, so that teachers and students alike might understand these. Content analyses of widely-used video analysis software applications was done. This led to some elements of these software applications to be incorporated in this new model. To further analyze educational impacts of these interactions, elements of a learning framework applied specifically to Technology Enhanced Learning lab have been coded and then incorporated into a further innovative detailed model of the "Visual Interaction and Learning Sequence Graph". Such a model of "Visual Interaction and Learning Sequence Graph" includes three critical segments of colour coded educational interactions in a sequential timeline as well as their representative snapshots along with each of its learning element. While studying learning in a technology enhanced classroom setting, it has much potential in its use, as interactions can be directly related to learning outcomes and summative grades. As this "Visual Interaction and Learning Sequence Graph" is simple and graphic, it can be used as a feedback tool for both the learner as well for facilitators on the effectiveness of interactions. When compared with grades, this model could also be used to expand academic analytics in identifying types of interaction that successful students engage in and those that may influence increased learning effectiveness and higher student performance.
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Varda, Danielle M., and Jessica H. Retrum. "An exploratory analysis of network characteristics and quality of interactions among public health collaboratives." Journal of Public Health Research 1, no. 2 (June 26, 2012): 27. http://dx.doi.org/10.4081/jphr.2012.e27.
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While the benefits of collaboration have become widely accepted and the practice of collaboration is growing within the public health system, a paucity of research exists that examines factors and mechanisms related to effective collaboration between public health and their partner organizations. The purpose of this paper is to address this gap by exploring the structural and organizational characteristics of public health collaboratives. Design and Methods. Using both social network analysis and traditional statistical methods, we conduct an exploratory secondary data analysis of 11 public health collaboratives chosen from across the United States. All collaboratives are part of the PARTNER (www.partnertool.net) database. We analyze data to identify relational patterns by exploring the structure (the way that organizations connect and exchange relationships), in relation to perceptions of value and trust, explanations for varying reports of success, and factors related to outcomes. We describe the characteristics of the collaboratives, types of resource contributions, outcomes of the collaboratives, perceptions of success, and reasons for success. We found high variation and significant differences within and between these collaboratives including perceptions of success. There were significant relationships among various factors such as resource contributions, reasons cited for success, and trust and value perceived by organizations. We find that although the unique structure of each collaborative makes it challenging to identify a specific set of factors to determine when a collaborative will be successful, the organizational characteristics and interorganizational dynamics do appear to impact outcomes. We recommend a quality improvement process that suggests matching assessment to goals and developing action steps for performance improvement.
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Huang, Yuan, Weixi Han, and Douglas K. Macbeth. "The complexity of collaboration in supply chain networks." Supply Chain Management: An International Journal 25, no. 3 (January 8, 2020): 393–410. http://dx.doi.org/10.1108/scm-11-2018-0382.
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Purpose This paper aims to investigate the complexity of collaborations in supply chain networks, particularly the influence of horizontal collaborations (e.g. international joint ventures) on vertical collaborations (e.g. supplier–manufacturer partnering relationships). Design/methodology/approach A multiple case study including four horizontal collaborations and five vertical collaborations within a supply chain network is presented in the context of the Chinese automotive industry. Data interpretation from interviews is structured by key collaborative activities and collaborative behaviors. Findings The analysis highlights a variety of collaborative behaviors under different types of collaboration and their interaction. The complexity of collaboration is revealed in a range of dimensions including culture diversity, drivers/facilitators, competitive/collaborative advantages and the engagement of all. Collaboration evolves as the structure of the supply chain changes; the key is to appreciate the existence of cooperation, competition and culture conflicts and to manage the trade-offs. Research limitations/implications A window of opportunity is presented for future research to investigate the complexity of supply chain collaboration in a wider industrial or geographical context, including statistical validation and comparative analysis. Practical implications A contingent view on supply chain collaboration is promoted to practitioners (e.g. international supply chain managers), where collaborative activities should be aligned with the motive and type of business relationships which may change as collaboration develops. Originality/value A rare empirical study captures the complexity of supply chain collaboration including the interaction between different forms. A dynamic collaboration approach recognizes the changing process, varying cooperation behaviors as well as characteristics of partners which have not been sufficiently reflected in the literature.
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Duvall, Matthew, Anthony Matranga, and Jason Silverman. "Designing for and facilitating knowledge-building discourse in online courses." Information and Learning Sciences 121, no. 7/8 (June 27, 2020): 487–501. http://dx.doi.org/10.1108/ils-04-2020-0081.
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Purpose Founded in sociocultural theories of learning, the authors argue that engaging learners in collaborative knowledge building is critical. When responding to others’ ideas, research shows that learners in online settings more frequently focus on surface-level aspects of colleagues’ contributions – sharing, comparing and praising – rather than engaging in knowledge building. Collaborative, knowledge-building discourse includes generative interactional practices that feature disagreeing, negotiating meaning, testing and reflecting on co-constructed ideas, summarizing conversations and making metacognitive contributions to discussions. The purpose of this paper is to review studies that show evidence of key design features and pedagogical practices that support collaborative knowledge building by promoting generative interactional practices and particular patterns in interaction. Design/methodology/approach This conceptual paper presents pragmatic design and instructional guidelines for online course discussions. The purpose is to synthesize existing research and share a detailed framework for supporting generative discussion in asynchronous online work. Findings The authors review studies that show evidence of key design features and pedagogical practices that support collaborative knowledge building. Design features to promote generative discourse include using the asynchronous nature of online settings to have students work privately, share their work, discuss their work with the class and then revise; providing instructions/discussion criteria that scaffold knowledge building; and using appropriate digital tools that mediate interaction around content. The pedagogical practices that affect patterns of interaction include modeling generative discourse, promoting increased interactions by and between participants and using opportunistic grouping strategies. Originality/value The authors include examples from one of their existing online courses that include these design features and pedagogical practices and discuss results from their ongoing work regarding the generativity of learner interactions in this course.
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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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Assbring, Linda, and Cali Nuur. "What’s in it for industry? A case study on collaborative doctoral education in Sweden." Industry and Higher Education 31, no. 3 (April 21, 2017): 184–94. http://dx.doi.org/10.1177/0950422217705245.
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The knowledge economy and the changing nature of knowledge production, the increased interaction between public agencies, industry and universities, and the changing labour market for doctoral degree holders are forces that together have led to an increased interest in the organization of doctoral education – particularly the role of collaborative doctoral education. Models like the Triple Helix have become important frameworks for conceptually capturing the interactions and dynamics of industry, government and university collaborations at various levels. Yet, empirical research on the motivations of and outcomes for the industrial partners in collaborative PhD education remains scanty. Through a case study conducted in Sweden, this article discusses the perceived industrial benefits of participating in collaborative doctoral education. The analysis shows that the outcomes of industrial participation are highly connected to the organization of the collaboration, and the authors identify four important criteria that are key to ensuring industrial relevance. The article also highlights significant policy implications for encouraging and supporting collaborative doctoral training, as the authors conclude that it is a powerful tool in addressing skills gaps in industry.
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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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CUNHA, I. O. J., I. A. C. JUNIOR, G. G. MOURA, R. A. MOURA, and M. B. SILVA. "SEGURANÇA E ERGONOMIA PARA FORÇA LABORAL FEMININA NA INTERAÇÃO COM MÁQUINAS COLABORATIVAS." Revista SODEBRAS 16, no. 187 (July 2021): 8–12. http://dx.doi.org/10.29367/issn.1809-3957.16.2021.187.08.
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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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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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Filipi, Anna. "Exploring the recognisability of early story-telling through an interactional lens." Research on Children and Social Interaction 1, no. 2 (December 18, 2017): 141–63. http://dx.doi.org/10.1558/rcsi.31370.
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This study analyses two interactions between a parent and her child aged 23 months. The interactions provide examples of stories that begin to emerge when the child moves from talk that is highly dependent on the objects or activities in the physical space to talk about events that have occurred in a recent past and are not part of the immediate context. In the child language literature these interactions are referred as narratives. They are reported to emerge from the age of two, typically at the age of 2;6 (Miller & Sperry, 1988). Using the micro-analytic methods of conversation analysis where the focus is on interaction as the outcome of the joint, collaborative actions of both parent and child, and how they make visible to each other how they have understood the previous action or turn in talk, the analysis will show how one of the stories “fails” to progress while the second is successful. Analysis will proceed from using a set of features extrapolated from adult story-telling. They include what triggers the story-telling, how speakers resolve the interactional problem of creating a multi-unit turn, how story-telling is achieved collaboratively, what the purpose of the story is and who it is for, and how the story is oriented to as being newsworthy.
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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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Irving, Gemma Louise, Oluremi B. Ayoko, and Neal M. Ashkanasy. "Collaboration, Physical Proximity and Serendipitous Encounters: Avoiding collaboration in a collaborative building." Organization Studies 41, no. 8 (June 27, 2019): 1123–46. http://dx.doi.org/10.1177/0170840619856913.
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Despite the adoption of collaborative buildings and office spaces to improve collaboration, the expected benefits of spatial interventions often fail to materialize. In a study of an ostensibly ‘collaborative building’, we identified strategies that employees use to avoid collaborating (i.e. ‘focusing on existing collaborations’, ‘reinforcing group boundaries’, ‘enacting legacy policies’ and ‘minimizing social interactions’). These strategies combined to minimize serendipitous encounters, which led to the avoidance of new collaborations. Our findings address a theoretical tension in the literature as to whether proximity facilitates or inhibits collaboration. We also show that, while it is often difficult to facilitate serendipitous encounters in an ostensibly collaborative building, serendipity nonetheless plays a central role in the development of new collaborative partnerships.
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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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Granados-López, Hedilberto, Johan Hernán Pérez, Jonathan Porras-Muñoz, Yamile Pedraza-Jiménez, and Felipe Antonio Gallego-López. "Model for the Analysis of Social Regulation and Collaboration during the Development of Group Tasks." Sustainability 16, no. 18 (September 11, 2024): 7947. http://dx.doi.org/10.3390/su16187947.
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This paper presents a model for the analysis and characterization of social regulation during collaborative task development. The structural part of the model is composed of three components which give rise to the generation of four phases of group interaction. The combination of these phases of group interaction and their components allows us to know whether or not a given group during the execution of tasks manages to develop mechanisms of collaboration and socially shared regulation. As for the conceptual section, the model is supported by three components that deal with task regulation, communication regulation, and collaborative work. Each of these components in turn presents aspects that can be identified in the interaction of the groups during the development of a task. The model was applied with the participation of five work groups made up of graduate students. The type of study was a descriptive quantitative approach. The results made it possible to corroborate the functionality of the model based on the identification of recurrences of events in the phases reached by each of the groups during the development of shared tasks, as well as aspects of collaboration and social regulation during the execution of group tasks in socially and collaboratively regulated learning processes, according to the analysis of the interactions recorded by the groups.
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Melo, Paulo, Dr Bill O’ Gorman, Arnoldo José de Hoyos Guevara, and Renata Martins Corrêa. "Fostering Open Collaborative Innovation for Micro and Small Technology-Based Firms in Brazil." INTERNATIONAL JOURNAL OF MANAGEMENT SCIENCE AND BUSINESS ADMINISTRATION 6, no. 6 (2020): 58–64. http://dx.doi.org/10.18775/ijmsba.1849-5664-5419.2014.66.1006.
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Innovation happens as a combination or a result of various phenomena (i.e. entrepreneurship, business environment, interactions, etc.); it is almost impossible for a single discipline to explain it. Given that there are many facets to explore to cover all aspects of innovation, the present paper approaches this theme from the sociological perspective. Innovation is not a solitary, but an interactive phenomenon, which requires firms to cooperate to reach innovation sources, new processes and technologies. As a theoretical reference, this paper develops the argument of the importance of the firms’ interaction linkages and connections and their influence on the efficiency of the innovation system. So, in this context, the authors decided to adopt the survey method to examine whether or not interaction linkages have an impact on micro and small technology-based firms’ innovativeness in Brazil. The findings showed that interactions between firms and other innovation agents such as universities, research centres, financial institutions and other partners is essential for the development of open, collaborative innovation activities and have a direct impact on the level of innovativeness. Finally, this paper concludes that innovation is a result of the combination of various interaction linkages and not an isolated phenomenon restricted to the firm. As such, it may be appropriately fostered.
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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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Mäkimattila, Martti, Timo Junell, and Tero Rantala. "Developing collaboration structures for university-industry interaction and innovations." European Journal of Innovation Management 18, no. 4 (October 12, 2015): 451–70. http://dx.doi.org/10.1108/ejim-05-2013-0044.
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Purpose – The purpose of this paper is to examine the doing, using, and interacting (DUI) of Universities of Applied Sciences (UAS) while developing intra- and inter-collaboration with industry. It also reviews recent literature related to the roles of absorptive capacity (AC) and social capital (SC) in interaction. Design/methodology/approach – A qualitative case research on developing collaborations between UAS and small- and medium-sized enterprises for innovation activities. Findings – Prior knowledge and contacts vary in organisations, and interaction should be supported while aiming to maximise benefits of internal and external resources available for innovation. This paper contributes by pointing out the importance of the interconnection of DUI, AC, and SC while developing collaboration. Originality/value – This paper describes issues challenging the collaborative innovation activities and directions to focus on structural development to support interaction with parties having different backgrounds, goals, and strengths. The study highlights the importance of knowledge exchange with several universities and firms, and the different learning modes related to innovation.
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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.
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Shen, Chun-Yi, and Chen-Hsien Wu. "An Exploration of Students’ Participation, Learning Process, and Learning Outcomes in Web 2.0 Computer Supported Collaborative Learning." International Journal of Online Pedagogy and Course Design 1, no. 2 (April 2011): 60–72. http://dx.doi.org/10.4018/ijopcd.2011040105.
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Many researchers indicate that collaborative learning is an effective strategy to improve students’ learning. Collaborative learning is no longer confined to face-to-face classrooms with the advancement of technology. The concept of computer supported collaborative learning (CSCL) matches web 2.0 which emphasize learner centeredness, social interactions, and mutual sharing. The concept of CSCL matches E-Learning 2.0 which focus on learner centeredness, social interactions, and mutual sharing. This study investigates the effects of computer supported collaborative learning with web 2.0 technology on students’ participation, learning process, and learning outcomes. During a 14-week collaborative writing course, thirty participants were asked to use Google Docs to finish their assignments collaboratively. Results showed that computer supported collaborative learning with web 2.0 technology have positive effects on students’ participation, learning process, and learning outcomes. Implications and suggestions are also provided in this study.
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García Lirios, Cruz, Tania Soto Ramírez, Rosa María Rincón Ornelas, Celia Yaneth Quiroz Campas, and Lidia Amalia Zallas Esquer. "Aprendizaje colaborativo en una universidad del centro de México." Revista Internacional de Ciencias Sociales 20, no. 2 (December 29, 2023): 1–16. http://dx.doi.org/10.57188/ricso.2023.013.
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Anti-pandemic policies, through strategies of confinement and distancing of people, led to the emergence of collaborative learning which lies in expectations of interaction and contribution. In this sense, the objective of the study was to compare the theoretical structure of eleven factors with respect to an observed four-factor model. An exploratory, transversal and psychometric work was carried out with a sample of 100 students assigned to health institutes. The results demonstrate that four factors prevail, related to experience, expectations, contributions and interactions, which explained 79% of the total variance. In relation to the state of the art, it was recommended not to reject the hypothesis that predicts significant differences between theory and empirical testing. The limits of the sample and the instrument are recognized, although the contrast of the four factors found is recommended.
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Ferreira, Deller James, Tatiane F. N. Melo, and Luciana Oliveira Berretta. "Case Study of a Blind Computer Graphics Student's Online Interactions." International Journal of Information and Communication Technology Education 17, no. 1 (January 2021): 72–87. http://dx.doi.org/10.4018/ijicte.2021010105.
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Previous research points that computer-supported collaborative learning is an educational approach that suits blind students, because they have high verbal capacity. The authors believe that both sighted and blind students may gain from knowledge sharing, transactions on collaborative tasks, and being aware of distinct cognitive aspects, ideas, and activities, due to different behaviors, perceptions, and backgrounds. To unveil new insights concerning this assumption, they present an exploratory case study that provides an analysis of one blind undergraduate computer graphics student's online interactions during collaborative learning. They approached a qualitative technique to analyze results obtained from the blind student participation and interaction in discussions. The analysis of a blind student interactions, participation, and interaction patterns revealed emotional and deep relationships that implied in profitable interactions, knowledge construction, and better blind and sighted students' performance.
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KONE, Salifou. "REDACTION COLLABORATIVE ET INTERACTION ORALE EN CLASSE DE LANGUE ETRANGERE EN CONTEXTE HETEROGLOTTE." Kurukan Fuga 3, no. 10 (June 30, 2024): 114–25. http://dx.doi.org/10.62197/wapd8123.
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L’article examine l’apport didactique d’un dispositif pédagogique. Adoptant une perspective interactionniste de l’apprentissage, l’étude s’appuie sur une conception contextuelle et collective de la compétence langagière pour interroger de quelle manière l’approche collaborative de la production écrite en classe de langue étrangère peut contribuer au développement de la compétence d’interaction orale chez des apprenants évoluant en contexte hétéroglotte. L’analyse des interactions verbales enregistrées et transcrites montre que l’approche collaborative de la production écrite permet de générer de l’interaction et de soutenir le développement de la compétence d’interaction orale en langue étrangère autant qu’elle participe à l’acquisition de savoir-faire rédactionnel et fournit des opportunités d’un travail métalinguistique, nécessaire à la réélaboration de l’interlangue, entre apprenants du fait de l’asymétrie de niveaux en langue et d’un étayage mutuel nécessaire à la poursuite de la collaboration.
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Goy, Annamaria, Diego Magro, Giovanna Petrone, Claudia Picardi, Marco Rovera, and Marino Segnan. "An Integrated Support to Collaborative Semantic Annotation." Advances in Human-Computer Interaction 2017 (2017): 1–12. http://dx.doi.org/10.1155/2017/7219098.
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Everybody experiences every day the need to manage a huge amount of heterogeneous shared resources, causing information overload and fragmentation problems. Collaborative annotation tools are the most common way to address these issues, but collaboratively tagging resources is usually perceived as a boring and time consuming activity and a possible source of conflicts. To face this challenge, collaborative systems should effectively support users in the resource annotation activity and in the definition of a shared view. The main contribution of this paper is the presentation and the evaluation of a set of mechanisms (personal annotations over shared resources and tag suggestions) that provide users with the mentioned support. The goal of the evaluation was to (1) assess the improvement with respect to the situation without support; (2) evaluate the satisfaction of the users, with respect to both the final choice of annotations and possible conflicts; (3) evaluate the usefulness of the support mechanisms in terms of actual usage and user perception. The experiment consisted in a simulated collaborative work scenario, where small groups of users annotated a few resources and then answered a questionnaire. The evaluation results demonstrate that the proposed support mechanisms can reduce both overload and possible disagreement.
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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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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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Förster, Nick, Ivan Bratoev, Jakob Fellner, Gerhard Schubert, and Frank Petzold. "Collaborating with the crowd." International Journal of Architectural Computing 20, no. 1 (March 2022): 76–95. http://dx.doi.org/10.1177/14780771221082258.
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Microscopic agent-based simulations promise the meaningful inclusion of crowd dynamics in planning processes. However, such complex urban issues depend on a multiplicity of criteria. Thus, an isolated model cannot represent the walk of pedestrians meaningfully in planning contexts. This paper reframes crowd simulation as collaborative experimentation and embeds it directly in the design process. Beyond the simulation algorithm, this perspective draws attention to user interactions, interfaces, and visualizations as crucial simulation elements. Through a prototype, we combine an agent-based pedestrian simulation with a hybrid physical–digital interface. Based on this configuration, we explore requirements of the early design stages and accordingly discuss concepts for interaction, simulation, and visualization. The prototype blends user inputs with intuitive design interactions, adapts the simulation process to qualitative and dynamic negotiations, and presents results immediately in the discussed context. Thus, it aligns crowd simulation with contingent collaborations and reveals its potential in the early design stages.
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Aguirre-Guerrero, Daniela, and Roberto Bernal-Jaquez. "A Methodology for the Analysis of Collaboration Networks with Higher-Order Interactions." Mathematics 11, no. 10 (May 12, 2023): 2265. http://dx.doi.org/10.3390/math11102265.
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Scientific research often involves collaboration among researchers, and coauthorship networks are a common means of exploring these collaborations. However, traditional coauthorship networks represent coauthorship relations using simple links, i.e., pairwise interactions, which fail to capture the strength of scientific collaborations in either small or large groups. In this study, we propose a novel methodology to address this issue, which involves using a multilayer network model that captures the strength of coauthorship relations and employs a convergence index to identify the collaboration order in which these properties converge. We apply this methodology to investigate the collaborative behavior of researchers in the context of the three main public universities in Mexico over the last decade, using Scopus data as the primary source of information. Our study reveals that community structure emerges in low-order collaborations, and higher-order collaborations lead to increased clustering and centrality measures. Our methodology provides a comprehensive and insightful way of analyzing scientific collaborations and sheds light on the dynamics of scientific collaboration, providing a valuable tool for future studies. Our proposed model and convergence index can be applied to other scientific domains to better capture the strength of collaborations among researchers.
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Kegeleers, Marie, Raoul Bruens, Maxim Liefaard, Nestor Z. Salamon, and Rafael Bidarra. "IMOVE: A Motion Tracking and Projection Framework for Social Interaction Applications." International Journal of Computer Games Technology 2019 (March 3, 2019): 1–9. http://dx.doi.org/10.1155/2019/2705734.
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In public places such as malls, train stations, and airports, there is a constant flow of people either waiting or commuting. Even though people at these locations are surrounded by many other individuals, mostly there is little social interaction, which generally creates a gloomy atmosphere. Any applications promoting social interactions are a welcome addition. We present IMOVE, an interactive framework aimed at facilitating the development of such applications. It offers a combination of motion tracking and projection methods which makes it easier to create interactive experiences and games, tailored to motivate people to move around, explore, and, most importantly, interact with each other in a fun way. People moving around trigger events and effects, interacting with the applications using their body movements or even collaboratively working towards an outcome. IMOVE was validated by means of a variety of applications in a real scenario, the entrance hall of a busy public building: the classic Pong game, a collaborative and accessible casual game (Save the Turtles!), and a procedural visual art generator based on game mechanics (Light Trails). All applications have been successfully running for the past year. The IMOVE framework is freely available online and it has been shown to be particularly suited and accessible to novice game and interactive application developers for large public spaces.
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Peña-Mora, Feniosky, Ram D. Sriram, and Robert Logcher. "Conflict mitigation system for collaborative engineering." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 9, no. 2 (April 1995): 101–24. http://dx.doi.org/10.1017/s0890060400002158.
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AbstractLarge-scale engineering projects typically involve many different types of professionals who must interact and communicate with one another. This interaction produces conflicts that need to be resolved. A framework is presented in which the rationale used in a collaborative design environment for designing an artifact is also used for conflict mitigation. The framework contains mechanisms for checking interactions and prompting hypotheses about the reasons for the interactions. These hypotheses, once verified by the designers, improve conflict resolution by assisting them in coordinating and negotiating conflicts. This, in turn, enhances communication during the design process and consequently increases productivity in the engineering industry.
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Sirithunge, Chapa, Kalhan S. Boralessa, W. H. Eranga, Buddhika P. Jayasekara, D. P. Chandima, and Manjula U. Hemapala. "Exploring Embodied Resources in Gaze in Human-Robot Collaborative Environments." IOP Conference Series: Materials Science and Engineering 1292, no. 1 (October 1, 2023): 012013. http://dx.doi.org/10.1088/1757-899x/1292/1/012013.
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Abstract Among various types of embodied resources in humans, gaze, started with mutual gaze, plays a major role in embodied cognition. In addition to establishing relationships during interactions, gaze further portrays information about the level of engagement in a dyadic interaction. Hence the gaze and gaze-related behaviors such as averted gaze can be used as cues to make decisions regarding an interaction. This holds true for a human and a robot during human-robot interaction (HRI) as well. Hence proactive robots could evaluate human gaze as a parameter to achieve situation-awareness. In this work, we present the outcomes of several experiments aimed at evaluating such gaze behavior of human-human nonverbal interactions and other behaviors initiated as a result during dyadic interactions. The possibility of evaluating situations by such behavioral responses of individuals as cues, is also examined. We further compared the relationships between gaze behavior of humans during HRI and human-human interaction (HHI). We considered the properties of existence and aversion of gaze, as gaze behaviors during this study. Results of these experiments indicate interesting tendencies in verbal and nonverbal human behavior in initiating of an interaction in both HHI and HRI. The behavioral patterns related to gaze, observed during the study were analyzed using statistical methods and critical observations are highlighted. The potential of analyzing gaze behavior in displaying messages to the outside world during HRI is discussed.
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Gunawardena, Charlotte N., Constance A. Lowe, and Terry Anderson. "Analysis of a Global Online Debate and the Development of an Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing." Journal of Educational Computing Research 17, no. 4 (December 1997): 397–431. http://dx.doi.org/10.2190/7mqv-x9uj-c7q3-nrag.
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This study attempts to find appropriate interaction analysis/content analysis techniques that assist in examining the negotiation of meaning and co-construction of knowledge in collaborative learning environments facilitated by computer conferencing. The authors review strengths and shortcomings of existing interaction analysis techniques and propose a new model based on grounded theory building for analyzing the quality of CMC interactions and learning experiences. This new Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing was developed after proposing a new definition of “interaction” for the CMC context and after analyzing interactions that occurred in a Global Online Debate. The application of the new model for analysis of collaborative construction of knowledge in the online debate and in a subsequent computer conference are discussed and future research suggested.
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Hoffmann, Rebekka, Anna Helga Jónsdóttir, and Ebba Thora Hvannberg. "Consolidation of Usability Problems With Novice Evaluators Re-Examined in Individual vs. Collaborative Settings." Interacting with Computers 31, no. 6 (November 1, 2019): 525–38. http://dx.doi.org/10.1093/iwc/iwz034.
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Abstract Usability testing can involve multiple users and evaluators. In such cases, consolidating usability problems (UPs) constitutes an essential part of data analysis. In a between-subjects design, this study aims to re-examine a previous study by comparing the results of novice evaluators merging UPs individually vs. collaboratively and to assess the quality of the final UP lists, by computing the merging rate and the accuracy rate, respectively. Law and Hvannberg compared the results of evaluators merging UPs individually vs. collaboratively in a within-subjects design, revealing a tendency towards merging UPs in collaborative settings. In the present study, 45 novice evaluators consolidated four UP lists into a single UP master list while working alone or with a partner. The results showed no significant difference between evaluators in the two settings, suggesting that the UP consolidation process does not benefit from positive group decision effects.
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Barry, Kaya. "Packing as Practice: Creative Knowledges Through Material Interactions." Tourism Analysis 21, no. 4 (July 22, 2016): 403–15. http://dx.doi.org/10.3727/108354216x14600320851776.
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Tourists are presented with a range of material and interpersonal interactions that often develop into collaborative and creative modes of knowledge production. There is a current push to acknowledge processes and experiences as forged through material relations, for which tourism processes present a range of examples. This article advocates that the study of tourism needs to take a postdisciplinary approach that merges practice and theory, using the process of packing a bag as the primary example. A rethinking of material relations presents affirmative, global, and nomadic encounters for a multitude of actors and situations. In the rigorous, daily process of packing, objects are transformed into fluid, malleable forms—as a mass of material that is being collaboratively negotiated. In this way, materially driven processes open up collective experiences that offer methods of creative knowledge production. Drawing on interviews and photographic documentation of tourists packing, this article demonstrates the potential for postdisciplinarity research that examines possibilities for collaborative forms of creative knowledge production.
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Smith, Micah J., Jürgen Cito, Kelvin Lu, and Kalyan Veeramachaneni. "Enabling Collaborative Data Science Development with the Ballet Framework." Proceedings of the ACM on Human-Computer Interaction 5, CSCW2 (October 13, 2021): 1–39. http://dx.doi.org/10.1145/3479575.
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While the open-source software development model has led to successful large-scale collaborations in building software systems, data science projects are frequently developed by individuals or small teams. We describe challenges to scaling data science collaborations and present a conceptual framework and ML programming model to address them. We instantiate these ideas in Ballet, the first lightweight framework for collaborative, open-source data science through a focus on feature engineering, and an accompanying cloud-based development environment. Using our framework, collaborators incrementally propose feature definitions to a repository which are each subjected to software and ML performance validation and can be automatically merged into an executable feature engineering pipeline. We leverage Ballet to conduct a case study analysis of an income prediction problem with 27 collaborators, and discuss implications for future designers of collaborative projects.
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Bedel, Osman. "Collaborative Learning through Literature Circles in EFL." European Journal of Language and Literature 6, no. 1 (December 1, 2016): 96. http://dx.doi.org/10.26417/ejls.v6i1.p96-99.
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This paper discusses how the introduction of ‘literature circles’ have led to the stimulation of social interaction among language learners. These social interactions happen because members of the literary circles are able to read and understand a book of choice, and assign participating student members their responsibility through structured time and assessment. They are primarily guided by students’ insights and questions and they apply each other's learning, reading, writing, and speaking skills, making this approach to learning flexible and fluid, while initiating collaborative social interaction at the same time. This collaborative learning and social interactions have been applied in classrooms of ‘English as a Foreign Language’ learners. This paper looks into the need for literature circles that promote collaborative learning in the EFL classroom, in order to attain higher levels of language and literary skills. The research also shows that literature circles as reader-response centric have come to constitute a part of a balanced literacy program in learning foreign language in general and the English language in particular.
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Liou, Hsien-Chin. "Online interaction, emotions, and EFL learners’ grit in collaborative writing." JALT CALL Journal 19, no. 1 (April 2023): 71–91. http://dx.doi.org/10.29140/jaltcall.v19n1.1016.
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This case study addresses both online interaction and the EFL students’ emotions and grit in a collaborative writing project. While benefits of collaborative writing are confirmed in the literature, little is known about learners’ diversified emotions and L2 grit in the process, and the connections between interactions and their affective changes. Via a ten-week online collaborative writing project, two groups (n=6) out of 24 students provided peer feedback and worked together on their collective drafts. An emotion questionnaire and a grit questionnaire elicited the participants’ responses with their posts on emotions. Both groups showed much more positive emotions which may stimulate their motivation for task accomplishment with improved writing performance over time. The two groups demonstrated slight variations on interaction dynamics with mutuality or equality in active participation associated with their perseverance and interest on the writing tasks. Our study is among the first that examined both interactions and grit and emotions in online collaborative writing and shows success in two cases. The collaborative task design provides a chance for mutual scaffolding among peers. Future studies can design online collaborative writing tasks aiming to benefit EFL students’ writing performance while fostering positive feelings and more grit.
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Grech, Amy, Stig McArthur, and Andrew Wodehouse. "Designing Trust in Human-Cobot Interactions: An Exploration through Experience Mapping." MATEC Web of Conferences 401 (2024): 07003. http://dx.doi.org/10.1051/matecconf/202440107003.
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This paper explores the dynamics between humans and collaborative robots (cobots), focusing on the crucial element of trust. Despite robots’ limitations in reflection and adaptability compared to humans, trust plays a pivotal role in determining the success of such collaborations. By employing principles of storytelling and role-play, trust mechanisms were designed in a contextual interaction between a human and a cobot to deeply understand the human perspective in the interaction on a cognitive and affective level. A qualitative workshop involving students from engineering and product design fields provides insights into human thoughts and emotions during human-robot collaborations (HRC). The outcome of this paper is a novel HRC experience map as a method for revealing the intricacies of trust dynamics, whilst serving as a foundational exploration in advancing interaction-based manufacturing processes towards human-centricity, efficiency, and effectiveness.