Collaborative Environment Research Articles

Combining Danmaku and Discussion Boards: Toward A Scalable and Sociable Environment for Mass Collaboration in MOOCs

In online learning at scale, wherein instructional videos play a central role, interactive tools are often integrated to counteract passive consumption. For example, the forum or discussion board is widely used, and an emerging functionality, danmaku, which enables messages to be synchronized with video playback, has also been utilized recently. To explore how mass participation is accommodated and what categories of interaction learners implement, this study utilizes analysis of interaction and manual content analysis through learner-generated text data from two specific tools employed in a massive open online course (MOOC) setting: the discussion board (N = 739) and danmaku (N = 2435). Results of the analysis of interaction indicate that mass participation is managed differently by the tools: danmaku fosters a collective space for massive participants, while the discussion board organizes them into threaded small groups. In addition, results of the content analysis show danmaku primarily supports indirect interaction with a focus on the socio-emotional dimension, while the discussion board serves as a platform for direct discussions, particularly in the cognitive dimension. Furthermore, within the context of large-scale engagement, various levels of joint interaction, in addition to collaboration, are discerned and discussed in both socio-emotional and cognitive interactions. The findings offer insights for developing sociable and scalable socio-technical environments in computer-supported collaborative learning (CSCL), addressing emerging educational trends. Practical implications for educational design based on these findings are also discussed.

Navigating collaborative learning across national boundaries: a comparative study of educators’ perspectives in Israel and Turkey

The primary goal of the KIDS4ALLL project was to empower educators to foster a flexible, innovative, and collaborative learning environment within their classrooms. This article delves into teachers’ experiences with implementing collaborative learning during the KIDS4ALLL project. Additionally, it explores how teachers perceived the implementation of the KIDS4ALLL pilot in learning environments across different national educational settings, specifically in Israel and Turkey. Given that both Israel and Turkey have centralized education systems and adhere to a traditional teaching approach, the two research questions offer insights into how the national education context of both countries influences the implementation of the collaborative learning approach of KIDS4ALLL and the experiences of educators. The methodology employed in this study involved semi-structured interviews with 16 educators and participant observation during the two pilots. The findings highlight a sense of fear and uncertainty among educators regarding their ability to conduct lessons in an unfamiliar yet innovative and flexible learning environment. These feelings were accompanied by challenges such as technological and language barriers, sociocultural diversities, and occasional behavioral issues. The results also underscore similarities between the two countries, emphasizing that centralized education systems, teachers’ previous training, curriculum, and available physical space posed challenges to the pilot program’s implementation.

Can metacognition determine employee performance in the context of virtual workspace? An empirical investigation

PurposeThe pandemic has necessitated employees to work virtually due to mandatory work-from-home setup. Since every employee is not comfortable working online owing to their individual differences which impact performance, thus, it is essential to identify individual characteristics governing performance. As per conventional theories, cognition and metacognition have a significant impact on employee performance, and the key to performance in a collaborative online environment also is metacognition. However, this has been scarcely explored in the context of virtual workspace. This study, therefore, empirically investigates the influence of metacognition and its sub-domains on employees' virtual performance given the challenges they face in a virtual work environment.Design/methodology/approachThe cross-sectional study used a purposive sampling technique for data collection. Data collected from 534 professionals with high and low levels of metacognitive ability is analysed using univariate analysis to ascertain whether metacognitive ability helps employees deal with challenges associated with virtual work environments and perform better.FindingsResults confirm a significant relationship between the level of metacognitive ability and virtual performance. Further, the findings also confirm the interaction effect of the level of metacognitive ability and challenge of maintaining work and non-work boundaries and the need for the physical presence of team member/s in predicting virtual performance.Originality/valueThis study is the first empirical attempt to examine the linkage between metacognitive ability and performance among professionals in the context of post-pandemic virtual work environment and challenges.

Prediction Models of Collaborative Behaviors in Dyadic Interactions: An Application for Inclusive Teamwork Training in Virtual Environments

Collaborative virtual environment (CVE)-based teamwork training offers a promising avenue for inclusive teamwork training. The incorporation of a feedback mechanism within virtual training environments can enhance the training experience by scaffolding learning and promoting active collaboration. However, an effective feedback mechanism requires a robust prediction model of collaborative behaviors. This paper presents a novel approach using hidden Markov models (HMMs) to predict human behavior in collaborative interactions based on multimodal signals collected from a CVE-based teamwork training simulator. The HMM was trained using k-fold cross-validation, achieving an accuracy of 97.77%. The HMM was evaluated against expert-labeled data and compared against a rule-based prediction model, demonstrating the superior predictive capabilities of the HMM, with the HMM achieving 90.59% accuracy compared to 76.53% for the rule-based model. These results highlight the potential of HMMs to predict collaborative behaviors that could be used in a feedback mechanism to enhance teamwork training experiences despite the complexity of these behaviors. This research contributes to advancing inclusive and supportive virtual learning environments, bridging gaps in cross-neurotype collaborations.

Exploring the role of gaze behaviour in socially shared regulation of collaborative learning in a group task

AbstractBackgroundThe necessity of supporting socially shared regulation of learning (SSRL) for learners is widely acknowledged as a crucial element for successful collaborative learning (CL). However, inherent challenges are presented for the observation, study, and support of SSRL. Non‐verbal behaviours have been identified as a potentially rich resource for understanding learner interactions within CL. Yet, the exploration of its impact on SSRL remains largely unexplored.ObjectiveThe present study aims to explore how gaze behaviour, as a non‐verbal behaviour, relates to verbal interactions that characterise SSRL in CL.MethodsTwenty‐seven Finnish secondary school students were given a 30‐min group task of creating a breakfast smoothie, in which trigger events were integrated to examine possible interactions that characterise SSRL. In this experimental setting, data from multiple modalities were collected. For analysis, process mining was used to explore patterns of interaction, and multidimensional recurrence quantification analysis (MdRQA) was used, alongside with statistical analysis.Results and ConclusionsOur study revealed that gaze behaviour is intricately linked with SSRL interactions, suggesting a complex interplay in collaborative learning contexts. When temporally investigated, SSRL interactions varied in frequency while gaze behaviour remained constant. Moreover, the recurrence of gaze and SSRL interactions did not vary due to trigger events, confirming an established collaborative pattern.ImplicationsThis study advances the field by extending research on SSRL by introducing a ‘non‐verbal perspective’. This perspective enriches our understanding of collaborative learning environments by revealing hidden interaction patterns and guiding the development of more responsive and adaptive digital learning tools.

Conceptual Framework for Unified E-Government Web Platform

Abstract Technological development has an impact on various areas, and governments from all over the world search to make a smooth transition from traditional to digital, by adopting dedicated software solutions aiming to facilitate the interaction of citizens with public institutions. These platforms are designed to improve the citizens relationship with government by facilitating various processes and tasks. The importance of having a unified web platform is easily justified. Citizens are no longer in need of searching different platforms for their specific needs, dealing with a lot of interfaces and accounts, as all are gathered in one, maintaining a robust, complex system that is easy to use. Therefore, they would benefit from an integrated digital environment, that meet their needs and expectations, also providing security and privacy of confidential and personal information. The authors present the value of creating such an environment, that has a high technical level, that is user-centered and accessible for interactions between citizens and government. Designing and implementing a unified e-government web platform requires the analysis of various factors and aspects such as user interface, processes, services, security measures, integration with social media platforms, collaborative environment, and many others. First, an investigation on specific literature was made to offer a context to the present research and be used as a starting point, highlighting the main factors related to e-government and the impact of this type of platforms. The model proposed by the authors encapsulates considerations on both sides: government and citizens to offer a detailed understanding on e-government platforms.

Task-in-Process in Breakout Rooms eines aufgabenbasierten Videokonferenzprojekts

This paper explores the transformative impact of digitalization on foreign language education, particularly in the context of Emergency Remote Teaching (ERT) during the COVID-19 pandemic. Focusing on the use of the programmes like Teams with video conferencing capabilities, this study delves into the interactions of student groups in Breakout Rooms (BOR) during language learning tasks. Grounded in the theoretical framework of task-based language teaching (TBLT) and technology-mediated TBLT, the article investigates how four groups of 10th-grade students organise their work processes and implement task-based language learning while completing a creative task. The study addresses a gap in existing research by examining the actual execution of tasks in BOR, offering insights into the dynamics of student collaboration and language use in a technologyenhanced language learning environment.

Exploring the factors influencing academic learning performance using online learning systems

-Online learning has become vital and fundamental for learning success in higher education institutions to cope with various learning methodologies or crises such as COVID-19. Therefore, this study investigates factors influencing the academic learning performance among diploma and bachelor's degree students who utilize online e-learning systems in Jordan. Using a conceptual model developed from an extensive previous literature review, the study used a quantitative research methodology to collect data via survey questionnaires. Using PLS-SEM, the empirical analysis of 846 questionnaires collected from Jordanian students demonstrates that task-technology fit and students' satisfaction positively influence learning performance and contribute significantly to student academic success using online learning systems. While the quality of system, service, and information are critical determinants of task-technology fit, student interaction, and instructor interaction are critical determinants of student satisfaction. The study highlights the importance of user-friendly interfaces, effective communication channels, collaboration, and positive learning environments. The findings provide practical insights for universities, online learning system designers, administrators, and instructors to enhance student-learning outcomes. Additionally, system providers can use these findings to address essential successful tools and features needed to create effective and efficient online learning environments. This study highlights practical implications that support higher education institutions' efforts to enhance their online e-learning systems quality and improve student-learning outcomes while helping system providers address essential successful tools and features needed.

Curriculum Innovation: Design, Implementation, and Evaluation of an Interdisciplinary Teamwork-Focused Neurocritical Care In Situ Simulation Training Program.

Neurocritical care (NCC) is a niche clinical subspecialty dependent on interdisciplinary cohesion to operate in critical situations. Team cohesion in an intensive care unit (ICU) depends not only on technical skills or medical knowledge but also on nontechnical skills such as teamwork, communication, and leadership. Developing and practicing these skills as an interdisciplinary team is not standard in most professional training programs. This project aimed to (1) design and implement a NCC in situ simulation program aimed at practicing teamwork, (2) demonstrate feasibility and acceptability of recurring in situ simulations, and (3) assess baseline teamwork scores and clinician preparedness to respond to a clinical emergency. The NLN Jeffries Simulation Theory was used to guide the simulation program design. A 1-year pilot project consisted of monthly NCC in situ simulations. Debriefing with Good Judgment was used to guide postsimulation reflection. Feasibility was evaluated by participation metrics and simulation schedule adherence. Acceptability was assessed through postsimulation evaluations. Teamwork and preparedness were measured using the Mayo High Performance Teamwork Scale (MHPTS) and 10-point Likert scale, respectively. Statistical comparison of MHPTS scores between disciplines and preparedness before vs after simulation was conducted. In 1 year, we conducted 12 in situ simulations, with 167 simulation learner encounters, representing 95 unique learners and 72% of our core NCC team (i.e., nurses, advanced practice providers [APPs], fellows, faculty). Analysis of program evaluations (84% survey completion rate) showed that 91% of all learners strongly agreed that the simulation provided an experiential, collaborative, trusting, and learner-centered environment. Overall, MHPTS scores were similar between disciplines, although in pairwise comparison, pharmacists rated teamwork significantly lower than both nurses (p = 0.01) and APPs (p = 0.004). Learners rated their preparedness to respond to a clinical emergency significantly higher after the simulation (p < 0.001). In situ simulation training is a feasible and acceptable method to introduce teamwork training into ICU culture. Team-based simulation improves self-reported preparation to respond to clinical emergencies. Simulation training that takes place in the clinical setting provides a powerful tool for enhancing teaching and addressing patient care gaps.

Advancing Vascular Access Services through Education, Consensus, and Clear Role Definitions

Vascular Access is a critical component of modern healthcare, underpinning a myriad of medical procedures from administering intravenous medications and fluids to enabling hemodialysis, nutritional support and other complex parenteral therapies. Despite its significance, the realm of vascular access suffers from a lack of standardized educational programs and ambiguous role definitions, leading to suboptimal patient outcomes and increased healthcare costs. This brief editorial explores the pressing need for official educational programs in vascular access and advocates for clearer role definitions and accountabilities while fostering a collaborative interdisciplinary environment.

Documentation Management System with PDF Chat

Abstract:DMS represents the principle of software and hardware solutions that provide many capabilities including data storage, version control, metadata tagging, management and advanced search. These systems are essential tools for businesses, governm ent agencies, schools, doctors, professionals, and individuals looking to improve their information management strategies. By fa cilitating collaboration in the business environment to ensures data integrity and public compliance management, DMS has prov en to be relevant in many ways.DMS represents the principle of software and hardware solutions that provide many capabilities i ncluding data storage, version control, metadata tagging, management and advanced search. These are essential tools for busine sses, government agencies, schools, doctors, professionals, and individuals looking to improve their datas management strategies . To Build this system we have used ReactJS for frontend, NestJS for Backend, for Database we used PostgreSQL and for the PDF chat we used Langchain in Python.

Analysis of the role of conversation-generating AI and student experience in a ‘human-AI’ collaborative learning environment

Analysis of the role of conversation-generating AI and student experience in a ‘human-AI’ collaborative learning environment

Evaluating the process of practice enhancement for exclusive breastfeeding (PEEB): a participatory action research approach for clinical innovation

BackgroundDespite the known benefits of exclusive breastfeeding, global rates remain below recommended targets, with Ireland having one of the lowest rates in the world. This study explores the efficacy of Participatory Action Research (PAR) and Work-Based Learning Groups (WBLGs) to enhance breastfeeding practices within Irish healthcare settings from the perspective of WBLG participants and facilitators.MethodsEmploying a PAR approach, interdisciplinary healthcare professionals across maternity, primary, and community care settings (n = 94) participated in monthly WBLGs facilitated by three research and practice experts. These sessions, conducted over nine months (November 2021 – July 2022), focused on critical reflective and experiential learning to identify and understand existing breastfeeding culture and practices. Data were collected through participant feedback, facilitator notes, and reflective exercises, with analysis centered on participant engagement and the effectiveness of WBLGs. This approach facilitated a comprehensive understanding of breastfeeding support challenges and opportunities, leading to the development of actionable themes and strategies for practice improvement.ResultsData analysis from WBLG participants led to the identification of five key themes: Empowerment, Ethos, Journey, Vision, and Personal Experience. These themes shaped the participants’ meta-narrative, emphasising a journey of knowledge-building and empowerment for breastfeeding women and supporting staff, underlining the importance of teamwork and multidisciplinary approaches. The project team’s evaluation highlighted four additional themes: Building Momentum, Balancing, Space Matters, and Being Present. These themes reflect the dynamics of the PAR process, highlighting the significance of creating a conducive environment for discussion, ensuring diverse engagement, and maintaining energy and focus to foster meaningful practice changes in breastfeeding support.ConclusionThis study highlights the potential of WBLGs and PAR to enhance the understanding and approach of healthcare professionals towards breastfeeding support. By fostering reflective and collaborative learning environments, the study has contributed to a deeper understanding of the challenges in breastfeeding support and identified key areas for improvement. The methodologies and themes identified hold promise to inform future practice and policy development in maternal and child health.

CARRER PATH

The "Career Road Map Path" app is a cutting-edge platform designed to revolutionize the way individuals navigate their professional journeys. With a strong emphasis on user security and personalized guidance, the app offers a seamless experience through its intuitive login system, allowing users to access their profiles with email or phone number authentication. Catering to the diverse needs of users, the app divides them into two distinct categories: "Career Path Seekers" and "Job Seekers." The former category empowers individuals to embark on a well-defined path by selecting their study level and specifying their fields of interest. Leveraging this information, the app generates a customized roadmap that outlines crucial educational milestones, suggests relevant courses and internships, and even recommends skill-building activities tailored to their chosen career trajectory. Meanwhile, the Job Seekers segment provides an immersive dual-pathway approach: Government and Private jobs. Each pathway offers an extensive array of job listings complete with comprehensive descriptions, explicit qualification requirements, and clear application procedures. For government job aspirants, the app furnishes details about upcoming job opportunities, including vital information about job roles, eligibility criteria, application deadlines, and exam schedules. On the other hand, those seeking private sector employment can seamlessly explore openings across various industries, locations, and job types. Recognizing the significance of exam preparation in achieving career goals, the app goes beyond job listings and incorporates a dedicated exam preparation component. This feature equips users with study materials, practice tests, and real-time notifications about exam dates, ensuring they are well-prepared and confident when facing competitive assessments. Furthermore, the app encourages user interaction, enabling individuals to engage with the platform through feedback, reviews, and ratings for courses, resources, and job listings. This dynamic community interaction fosters a collaborative environment where users can benefit from shared experiences, insights, and advice. The power of technology truly comes to the fore as the app employs advanced machine learning algorithms. These algorithms continuously analyse user behaviours, preferences, and success stories to fine-tune its recommendations, ensuring that the guidance provided becomes increasingly tailored and effective over time. In Summary the "Career Road Map Path" app represents a holistic solution that seamlessly blends data security, personalized career guidance, comprehensive job listings, exam preparation resources, and a thriving user community. By converging these essential elements, the app aspires to redefine the way individuals approach their career aspirations and set them on a trajectory toward success with confidence and clarity. Keywords Career navigation, Personalized guidance, User security, Intuitive login system, Career Path Seekers, Job Seekers, Dual-pathway approach, Government jobs, Private sector employment, Exam preparation, Community interaction, Machine learning algorithms, Data-driven recommendations, Holistic career solution, Confidence and clarity.

The impact of self-determination theory: the moderating functions of social media (SM) use in education and affective learning engagement

This study attempts to explore the relationship between the two mediator variables effective learning engagement and educational social media (SM) usage and the study’s outcome measures, which include student satisfaction and learning performance. The distribution of a self-determination theory questionnaire with external factors to 293 university students served as the primary data collection method. King Saud University used a poll to personally collect data. Partial least squares structural equation modeling was then used to examine the data and assess the model in Smart-PLS. Students’ academic success and contentment at colleges and universities seem to be positively correlated, and their active involvement in learning activities and educational use of SM. It was shown that important factors influencing affective learning participation and the instructional use of SM for teaching and learning include perceived competence, perceived autonomy, perceived relatedness, information sharing, and collaborative learning environments. It was discovered that these connections were important. The self-determination theory provided confirmation that this model is appropriate for fostering students’ feelings of competence, autonomy, and relatedness in order to increase their affective learning involvement. This, in turn, improves students’ satisfaction and achievement in higher education.

산업재해 예방과 노동조합의 리더십 역할

This study investigates the role of labor union leadership and participatory leadership in the process of workers' expressions being acknowledged and subsequently implemented by management in the context of the increasingly emphasized industrial accident prevention. Specifically focusing on issues related to industrial safety closely associated with the quality of workers' lives, we explore how labor unions exercise leadership in fostering employee participation and innovation within a collaborative labor-management environment. Through case analyses, this study reveals that when labor unions actively collaborate with or exhibit proactive leadership towards management, they play a crucial role as channels that actively listen to workers' expressions, convert them into collective voices, and convey them to the management. Furthermore, in such cases, labor unions also function as coordinating bodies, actively seeking additional opinions and performing supplementary adjustments to decisions established in collective agreements. These improvements subsequently lead to a virtuous cycle, creating an environment conducive to the realization of genuine participatory organizations through sustained and more proactive expressions and improvement activities. The findings of this study suggest that for individual and collective expressions of workers to influence managerial decision-making, a foundation of trust built through prolonged labor-management collaboration activities and systems is essential. Additionally, continuous educational efforts to develop workers' participation capabilities are necessary. Importantly, the leadership of labor unions, representing workers, and the leadership of management, accepting and incorporating workers' opinions into actual managerial activities, both play crucial roles in enhancing worker participation. Thus, for effective communication of on-site workers' proposals and demands to the management, a paradigm shift in the perceptions of both management and labor unions, coupled with the development of leadership competencies aligned with the times, is deemed necessary.

МЕТОД ІНТЕГРУВАННЯ ДОМЕННИХ ЗНАНЬ У БАГАТОСТРАТЕГІЧНУ КЛАСИФІКАЦІЮ МЕДИЧНИХ ЗОБРАЖЕНЬ

The integration of domain-specific knowledge into medical image classification systems presents a promising approach to enhance the accuracy and interpretability of diagnostic models, particularly in the field of medical imaging. This study aimed to evaluate the efficacy of incorporating domain knowledge into multi-strategic classification algorithms for medical images, with a focus on magnetic resonance imaging (MRI) of the brain. This was a comparative, explorative study utilizing a newly developed multi-strategic classification framework that integrates medical domain knowledge into the classification process. The dataset comprised MRI scans of the brain, collected from three different medical institutions, totaling 320 images, which were annotated by expert radiologists. The framework employed basic classifiers, where each classifier was trained on examples incorrectly classified by another, fostering a collaborative learning environment. Performance was compared against traditional single-strategy classification methods. The integrated multi-strategic classification model demonstrated superior performance, achieving higher sensitivity, specificity, and accuracy with 98 %, 97 %, and 96 %, respectively. Furthermore, the model significantly improved the interpretability of diagnostic predictions, aligning closely with expert radiologists' assessments. The incorporation of domain-specific knowledge into the classification of medical images significantly enhances both the accuracy and the interpretability of the results. The multi-strategic approach allows for a more robust and nuanced understanding of complex medical images, such as MRI scans of the brain, potentially leading to improved diagnostic processes and outcomes in clinical settings. Future research should focus on expanding the types of medical images analyzed and further refining the integration techniques to encompass a broader spectrum of domain knowledge.

Exploring students' learning performance in computer‐supported collaborative learning environment during and after pandemic: Cognition and interaction

Exploring students' learning performance in computer‐supported collaborative learning environment during and after pandemic: Cognition and interaction

The effectiveness of using educational robots in enhancing engineering mathematics skills among students in basic school

Educational robots foster engaging, democratic, and collaborative learning environments, enhancing students' mathematical and engineering abilities by enabling them to interact, solve problems, assimilate information, and communicate effectively within the classroom. This study aims to examine the impact of educational robots on the development of engineering mathematics skills. The study uses a quantitative approach with a quasi-experimental design for a single pre- and post-test group. The sample consisted of 40 fifth grade students who initially studied geometry using traditional methods, followed by studying the same content using the educational robot. The study found that robot-based education significantly improved engineering mathematics skills. It was concluded that using educational robotics as a tool for teaching mathematics improved computational thinking, engineering mathematics, motivation, creativity, cooperation, and teamwork. It is possible to argue that the study's results corroborate relevant research showing how educational robots raise students' academic performance and improve their critical thinking. These results lend credence to the idea that educational robots improve learning beyond traditional approaches by actively involving students, giving subjects greater concreteness, and capturing their interest and attention. The study recommends the creation of new mathematical activities using educational robots across various mathematical contents and educational stages, further enhancing engineering mathematics among students.

EFFECTIVENESS OF MENTAL MATH STRATEGY IN TEACHING MATHEMATICS TO GRADE 1 LEARNERS

The research findings unveil significant insights into the effectiveness of a mental math strategy in enhancing the mathematical performance of grade 1 learners. Initially, both control and experimental groups exhibited satisfactory performance attributed to foundational knowledge acquired in kindergarten and initial grade 1 lessons on addition and subtraction. Following the implementation of the mental math strategy, the control group maintained their satisfactory performance, while the experimental group showed remarkable improvement, highlighting the efficacy of instructional materials and drills associated with mental math. Moreover, techniques such as counting up or back and the use of number lines proved effective in augmenting students' mathematical abilities. Based on these findings, several recommendations are proposed. Firstly, schools and educators are urged to continue enriching students' understanding of whole number concepts using diverse instructional materials and technological resources. Secondly, teachers are encouraged to integrate mental math strategies into their teaching practices, leveraging various learning aids and visual tools to facilitate comprehension. Additionally, both educators and parents are advised to employ counting techniques and number lines through interactive methods such as games and drills to enhance math learning outcomes. Lastly, collaborative learning environments should be fostered, allowing students to engage in problem-solving tasks together, thereby promoting teamwork and peer support while utilizing different mental math strategies. The study's Design and Methodology section provides a comprehensive outline of the research approach, including data collection tools and ethical considerations, employing a descriptive quantitative method to evaluate the efficacy of the mental math strategy in teaching addition.