Members Of Collaborative Group Research Articles

Decoding Group Emotional Dynamics in a Web-Based Collaborative Environment: A Novel Framework Utilizing Multi-Person Facial Expression Recognition

As a crucial form of non-verbal communication, facial expressions can convey an individual’s emotional state through a combination of facial muscle movements and provide an effective approach to understanding emotional shifts among group members to a certain extent. However, in real-time collaborative environments, the increasing influx of audiovisual information can overwhelm an individual’s limited visual attention, making it challenging to observe and analyze other group members’ facial expressions continually. The failure to promptly recognize and interpret facial expressions can disrupt individual and group-level comprehension and evaluation of emotional dynamics during collaborative interactions, consequently hindering subsequent emotion management and communication. This article delves into the classification of facial expression information and its formation mechanism to thoroughly analyze the relationship between group members’ emotional perceptions and expressions in the collaboration process. Leveraging the YOLO-FaceV2 face detection model, FaceNet face recognition model, and CERN expression recognition model, we present a novel Collaborative Emotion Analysis Framework (CEAF) for multi-person facial expression recognition. By employing Web real-time communication technology, this framework is integrated into an online group meetings system, which can identify the faces and expressions of the participants and provide real-time visual analysis of their expression information. After the conclusion of the meeting, the system can perform an emotional evaluation with pre-defined operators, providing invaluable insights into the emotional dynamics of the group and individual members throughout the collaborative process. Ultimately, validation through an online meeting instance indicates that this system can facilitate groups in interpreting emotional changes among collaborative group members to a considerable extent.

Facial Expression Recognition for Examining Emotional Regulation in Synchronous Online Collaborative Learning

AbstractArtificial intelligence (AI) has been recognised as a promising technology for methodological progress and theoretical advancement in learning sciences. However, there remains few empirical investigations into how AI could be applied in learning sciences research. This study aims to utilize AI facial recognition to inform the learning regulation behaviors in synchronous online collaborative learning environments. By studying groups of university students (N = 36) who participated in their online classes under the COVID-19 social distancing mandates, we strive to understand the interrelation between individual affective states and their collaborative group members. Theoretically underpinned by the socially shared regulation of learning framework, our research features a cutting-edge insight into how learners socially shared regulation in group-based tasks. Findings accentuate fundamental added values of AI application in education, whilst indicating further interesting patterns about student self-regulation in the collaborative learning environment. Implications drawn from the study hold strong potential to provide theoretical and practical contributions to the exploration of AI supportive roles in designing and personalizing learning needs, as well as fathom the motion and multiplicity of collaborative learning modes in higher education.

Investigation into Undergraduates’ Experiences of Social Presence in Online Learning

Online learning always piques the interest of scholars because of the potential outcomes. Social presence is associated with the degree of participation, interaction, and performance among collaborative group members and, therefore, is considered a critical variable for learning. Researchers have observed that for online learning to work well, students must feel connected to their peers and teachers. Social presence connects the real and online worlds, putting an online learner in touch with the teacher and other online learners. This study aims to investigate the interrelationships between social presence dimensions and cognitive presence, explore the critical social presence dimension influencing cognitive presence, and explore students’ experiences of social presence in online learning. The findings showed that social presence greatly influenced cognitive presence. However, affective collectiveness, open communication, and a sense of community were correlated and positively impacted cognitive presence, while the mutual attention and support dimensions were not correlated and did not significantly contribute to cognitive presence. Besides, students perceived themselves as having difficulties with open communication and online group activities. It is suggested that silence is an integral part of social presence, and it can be a silence-mediated social presence. Therefore, the role of silence should be reconsidered, as it has its own meaning. The findings imply that fostering a sense of mutual support and understanding is essential in online learning, as is providing practical guidance to ensure open communication. Moreover, instructors should focus on creating a sense of connectedness and cohesiveness in collaborative learning to achieve meaningful learning outcomes and a strong sense of community among students.

Relationship between diversity of collaborative group members’ race and ethnicity and the frequency of their collaborative contributions in GitHub

Relationship between diversity of collaborative group members’ race and ethnicity and the frequency of their collaborative contributions in GitHub

Why collaboration reduces suggestibility: The role of source-monitoring processes and retrieval strategies

Previous research found that collaboration reduces the tendency to yield to misleading questions. Here, the aim was to determine whether this occurs because collaboration induces a conservative change in response criterion or because it promotes more efficient error-checking strategies. To this purpose, we compared the performance of collaborative and nominal triads in the Gudjonsson Suggestibility Scale. Critically, we recorded conversations during retrieval, allowing us to compute inclusive scores and analyze retrieval strategies. Confirming previous evidence, results showed that collaborative groups yielded less to leading questions; however, the differences between collaborative and nominal groups in yield 1 were canceled when we took into account questions to which at least one participant in the collaborative group gave in but was corrected by collaborators during the discussion (the so-called inclusive scores). This was not the case for yield 2 and total suggestibility scores. Also, the analysis of retrieval strategies indicated that collaborative groups who used process-focused strategies (such as correction and cross-cueing) to a greater extent were less likely to change their responses after receiving the negative feedback and were less suggestible. We conclude that, while the use of error-checking and process-focused strategies played a role in reducing suggestibility in collaborative groups, the administration of negative feedback induced members of collaborative groups to adopt a more conservative response criterion. These results contribute to the understanding of the conditions that maximize the positive effects of collaborative retrieval. They have implications for policymakers and police practitioners, specifying when and how collaboration might be allowed.

Science and scale mismatch: Horizontal and vertical information sharing in the Puget Sound polycentric governance system

Environmental governance in complex social-ecological systems involves multiple actors and institutions that interact across scales. Where hierarchical authority to command is lacking, actors may rely on resource sharing to steer actions across the landscape and reduce scale mismatch. An important resource for such cross-scale steering is scientific information. This study examines how actors in local collaborative organizations share and use scientific information across multiple parts of a polycentric governance system. Interviews from efforts in the Puget Sound, USA, to incorporate scientific information across scales reveal patterns in horizontal and vertical information sharing, the role of knowledge brokers, and scale mismatches in spatial scale and theory vs applied research. Results indicate collaborative group members frequently access scientific findings horizontally through their networks of contacts and conference attendance, as well as through document searches for journal articles and government reports. Vertical transmission relies more on knowledge brokers and guidance documents. The use of scientific findings by local collaborative organizations depends on the biophysical and political context, and there is often tension between scientific rigor and local applicability.

Managing Co-Authorship as a Competence of Academic Writing: Organizational and Legal Points

Working on projects in co-authorship rather than individually is becoming an increasingly attractive option for many members of the Russian academic community. The reasons lie in the fact that collaboration allows reducing administrative, financial, and temporal expenses. For instance, the recent events concerning the coronavirus require prompt and effective methods of exchanging data to publish works on medicine and microbiology, without arousing any disputes of an organizational or legal kind. Embracing a broad area of linguistic and cultural knowledge, academic writing can also intend to develop people’s awareness of such problems as models of co-authorship, horizontal and vertical types of academic co-operation, functions assigned to members of collaborative groups at different stages of writing and publishing a text, whole ownership and that of individual contributions. The ambiguous interpretation of the concept ‘creative contribution’ provided by the Civil Code of the Russian Federation often impedes cooperation among co-authors, which demonstrates the need to consider legal and organizational points concerning co-publications in academic writing courses, the goal being to prevent future co-authors from potential conflicts and assisting them in managing their work efficiently.

Collaborative remembering of emotional autobiographical memories: Implications for emotion regulation and collective memory.

People frequently engage in conversation about shared autobiographical events from their lives, particularly those with emotional significance. The pervasiveness of this practice raises the question whether shared memory reconstruction has the power to influence the memory and emotions associated with such events. We developed a novel paradigm that combined the strengths of the methods from autobiographical and collaborative memory research traditions to examine such consequences. We selected a shared, real-life autobiographical event of an exam, and asked students to recall their memory of taking a recent exam where they provided a group and/or personal narrative of this autobiographical event. Students first recalled the event either collaboratively (C) or individually (I), followed by a final individual (I) recall by all. Valence ratings as well as the emotional tone of the narratives converged to show that prior collaborative remembering down-regulated negative emotion and enhanced the positive emotional tone of the memories. The recalled detail in the narratives indicated that at initial recall members of collaborative groups reported fewer internal details than those who recalled alone, and reported more external details in a later recall when working alone. Earlier collaboration also increased collective memory such that more of these details were shared among prior group members in their later individual recall compared with those who did not collaborate before. We discuss the influence of collaborative remembering on shaping memory and emotion for autobiographical events as well as the potential mechanisms that promote collective autobiographical memory. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Enhancing individual and collaborative eyewitness memory with category clustering recall

ABSTRACTMost crimes have multiple eyewitnesses. The police typically interview co-witnesses separately. In time-sensitive investigations, this could slow down evidence accumulation. Having co-witnesses collaboratively recall a crime could potentially expedite evidence accumulation. However, past research shows that collaborative group members often have conflicting retrieval strategies that disrupt each other, degrading overall recall. This cost could potentially be overcome by aligning group members’ retrieval strategies with category clustering recall (CCR), which is a retrieval strategy where information is recalled from a series of forensically relevant categories (e.g., recalling the protagonists’ appearance, then actions). This study examined the costs and benefits of collaborative eyewitness memory by having collaborative pairs of strangers, nominal pairs (i.e., two individuals whose recall is pooled) and lone individuals watch a crime and recall it using free recall or CCR. The collaborative pairs recalled the crime faster than the nominal pairs. They also recalled more correct information than individuals but less than nominal pairs, irrespective of the retrieval method. There is therefore a speed-recall completeness trade-off when collaborative groups recall crimes. Importantly, all participants recalled more correct information when using CCR. This provides initial evidence suggesting that CCR is superior to free recall. Further research examining CCR’s benefits is recommended.

The Effect of Item Similarity and Response Competition Manipulations on Collaborative Inhibition in Group Recall

Collaborative inhibition refers to when people working together remember less than their predicted potential. The most common explanation for this effect is the retrieval-disruption hypothesis during collaborative recall. However, several recent studies have obtained conflicting results concerning this hypothesis. In the current study, item similarity was manipulated in Experiment 1 by requiring participants to study overlapping or non-overlapping unrelated wordlists. The unstructured instructions were then manipulated during a turn-taking recall task between conditions. The results showed that collaborative inhibition occurred for both overlapping and non-overlapping conditions. Subsequently, response competition during collaborative recall, in addition to item similarity, was manipulated in Experiment 2, and the results showed that when collaborative group members were instructed to recall in turn and monitor their partner’s recall (the medium- and high-response-competition conditions), collaborative inhibition occurred. However, no such effect was shown when collaborative group members were instructed not to communicate with each other, but to simply recall in turn while in a group (low-response-competition condition). Together, these results suggest that the conflicts between the findings of the aforementioned studies were probably caused by differing instructions, which induced response competition in collaborative settings. Aside from retrieval-disruption, other possible mechanisms underlying collaborative inhibition were also discussed.

Understanding different levels of group functionality: activity systems analysis of an intercultural telecollaborative multilingual digital storytelling project

ABSTRACTAn Activity Theory framework has been increasingly applied for understanding the tension or contradictions in telecollaboration. However, to date, few researchers have applied it to the analysis of digital stories, and none of them, to our knowledge, have used it to analyze the co-creation of multilingual digital stories. In this study, we explore the different levels of group functionalities in a telecollaborative project by employing Activity Theory to look into the tensions and contradictions occurred during multilingual digital storytelling co-constructions. We also analyzed the strategies employed by intercultural collaborative group members to resolve these tensions or contradictions. This study involved pre-service French-as-a-second-language (FSL) teachers in Canada and university-level EFL students in Taiwan. Based on research findings, pedagogical implications for intercultural telecollaboration are discussed. Suggestions for future research are also provided.

Collaborative Writing: Strategies To Promote Successful Shared Authorship

Collaborative Writing: Strategies To Promote Successful Shared Authorship

Adaptive Collaboration Model for Organizational Change

In order to survive and develop effectively in an increasingly dynamic and uncertain environment, an organization should have the capacity for continuous and adaptive changes. Change can only occur through the collaboration of participants of this process. Collaboration should be adaptive. Adaptability of collaboration is expressed by its adjustment to dynamic organizational changes. Adaptive collaboration (AC) is an organizational capacity needed for coping with adaptive changes. The goal of the developed model is to shape AC, which provides stimulation and facilitation of collaborative interaction so as to face the challenges of conducting adaptive changes. The suggested DOCA (Determining, Organizing, Creating, Assigning) model includes these components: Determining an infrastructure of AC; Organizing AC; Creating AC groups; Assigning collaborative group members to perform the tasks required to conduct adaptive changes. Determining AC infrastructure consists in building an adaptive organizational structure, and forming dynamic change and task structures. Organizing AC consists in defining the conditions that provide creation of suitable AC groups. Creating AC groups is meant to encourage facilitation of adaptive collaboration. Assigning the group members tasks allows stimulation for collaborative interactions.

Collaboration: the social context of theory development.

Collaboration plays a critical role in scientific creativity. This article draws on research involving small groups and interpersonal relationships to analyze the social processes underlying scientific collaboration. 3 stages of activity in collaborative groups are discussed: formation, performance, and dissolution. In regard to group formation, we consider the characteristics of the people who join, the conditions under which they come together, and the socialization experiences they encounter. In regard to group performance, we discuss idea generation, selection, and implementation, with special emphasis on how group composition (diversity) and group processes affect creativity. In regard to group dissolution, we discuss factors that lead members of collaborative groups to stop working together, including a reduced market for the group's creative products and conflict among members regarding group goals and the ownership of ideas. We next consider the role that intergroup processes play in scientific collaboration, discussing, for example, how such processes contribute to ingroup identification and increase competitive motivation. Finally, we conclude with some brief reflections on our own collaboration of some 20 years.

Costs and benefits of collaborative remembering

Collaborative inhibition, the poorer memory performance of collaborative groups as compared with nominal (noninteracting) groups was measured in the free recall of categorized lists. In Experiment 1, collaborative inhibition was present in four-person groups, but not in pairs of two-person groups, where each was compared with performance in four-person nominal groups. However, on a final individual free recall test, members of two- and four-person collaborative groups recalled a higher proportion of the list than members of nominal groups. In Experiment 2, recall in three-person collaborative groups was less than in three-person nominal groups but only on the first of three successive study-test trials. On the final individual free recall test, members of collaborative groups recalled more words than members of nominal groups. Despite inhibiting recall and reminiscence, collaboration benefits remembering when collaborators are subsequently tested individually. Copyright © 2000 John Wiley & Sons, Ltd.

Activity of alternated tamoxifen (TMX)-medroxiprogesterone acetatae (MPA) in postmenopausal/elderly (PE) patients with primary breast cancer (PBC) : A. Anton( ∗), E. Aranda, J. Jimeno, R. Gonzalez, J. Belon( ∗), J. Diaz-Faes. From C.S. Capitan Cortés-Dpto. of Medical Oncology (Jaén), Spain and members of Collaborative Group(Córdoba. Madrid. León) Spain

Activity of alternated tamoxifen (TMX)-medroxiprogesterone acetatae (MPA) in postmenopausal/elderly (PE) patients with primary breast cancer (PBC) : A. Anton( ∗), E. Aranda, J. Jimeno, R. Gonzalez, J. Belon( ∗), J. Diaz-Faes. From C.S. Capitan Cortés-Dpto. of Medical Oncology (Jaén), Spain and members of Collaborative Group(Córdoba. Madrid. León) Spain