Online Collaborative Project Research Articles

541 A Framework for Multicultural and Multidisciplinary Near-Peer Mentoring for Artificial Intelligence in Healthcare Education: A University of Florida Friend Group

OBJECTIVES/GOALS: This work aims to explore how citizen science serves as a transformative frame work to bridge scientific knowledge, focusing on its potential to enhance transdisciplinary learning in artificial intelligence (AI) biomedical and clinical sciences by facilitating near-peer mentoring. METHODS/STUDY POPULATION: Our group of eight friends comprise a multicultural and multidisciplinary cohort including students from the USA, Philippines, Indonesia, and Guatemala pursuing PhD degrees in electrical and computer engineering, epidemiology, physics, and MD, PharmD, and DMD degrees. We engage in shared online courses, collaborative projects, and abstract submissions. Employing our collective knowledge, we design interactive learning experiences, support each other’s initiatives, and collaboratively develop lectures and presentations. We in tend to expand collaborations in biomedical AI education while fostering principles of experiential and collaborativelearning, constructivism, and authentic inquiry. RESULTS/ANTICIPATED RESULTS: Our recent successes include submittedconference abstracts on data science and AI education in pharmacy and the facilitation of a guest lecture in health informatics. Additionally, we are currently collaborating on seven biomedical machine learning projects in radio frequency engineering, aiming for conference submissions. Moving forward, our goal is to expand our group, support the formation of similar communities, and promote data science and AI literacy in biomedical and clinical contexts. We aspire to extend this knowledge to families, classmates, and eventually patients, facilitating a broader understanding of the role of AI in healthcare. DISCUSSION/SIGNIFICANCE: We believe diverse expertise and pedagogical theories can help demonstrate the potential of citizen science to democratize scientific experience. By nurturing collaborative networks our efforts aim to bridge gaps between disciplines and enhance the broader public’s understanding of AI in healthcare.

INNOVATIVE LEARNING PATHS: A THEORETICAL APPROACH TO MANPOWER TRAINING FOR LIBRARY PROFESSIONALS IN A TECHNOLOGY DRIVEN ENVIRONMENT

This research paper delves into the realm of innovative learning paths designed to optimize the training of library professionals within the dynamic landscape of a technology driven environment. The theoretical framework expounded in this study addresses the transformative role of library professionals in the digital era and puts forth strategic insights for cultivating indispensable technological competencies. As libraries evolve into hubs of digital information, it becomes imperative to equip library professionals with the requisite skills to navigate, curate, and disseminate information effectively. The significance of this study lies in its contribution to the ongoing discourse on redefining the role of library professionals in an increasingly digital world. Libraries, once repositories of printed knowledge, are now multifaceted entities that demand proficiency in diverse technologies. This research paper contributes by proposing a theoretical framework that not only identifies essential technological competencies but also outlines innovative learning paths to nurture these skills. The originality of this study lies in its synthesis of existing literature, theoretical frameworks, and practical insights into a cohesive approach tailored to the unique challenges faced by library professionals. By amalgamating various theoretical perspectives, the study provides a novel framework that transcends traditional training methods. The innovative learning paths proposed include online courses, immersive experiences, and collaborative projects, creating a holistic approach that addresses the multifaceted nature of technological integration in library services. The outcomes of this study are twofold. Firstly, it underscores the importance of continuous learning and adaptation for library professionals to remain at the forefront of technological advancements. Secondly, the theoretical framework presented serves as a guide for the development and implementation of effective training programs, ensuring library professionals are not just proficient but pioneers in leveraging technology to enhance library services. By fostering a culture of perpetual learning, this research contributes to the sustained relevance and excellence of library professionals in the ever evolving digital landscape. KEYWORDS: Manpower Training, Digital Literacy, Continuous Learning, Library Services, Lifelong Learning, Digital Transformation.

The Role of Technology in Enhancing Urban Mathematics Education

The integration of technology in urban mathematics education has emerged as a promising approach to address educational disparities and foster engaging learning environments. With the widespread availability of technology infrastructure in urban schools, there is a growing focus on leveraging digital tools and resources to enhance mathematics learning outcomes. This editorial examines the impact of technology on urban mathematics education, exploring its potential to bridge opportunity gaps and promote inclusivity. Drawing on current research and best practices, we highlight the benefits and challenges of technology integration, emphasizing the importance of equitable access, teacher professional development, and tailored instructional approaches. The editorial underscores the need for collaborative efforts among stakeholders to advocate for increased funding and support for technology initiatives in urban schools. By embracing innovative practices such as educational apps, virtual reality, and online collaborative projects, educators can create dynamic learning environments that empower students to excel in mathematics. The ongoing dialogue and efforts surrounding the role of technology in urban mathematics education are critical for achieving educational equity and excellence for all students. As technology continues to evolve, it remains imperative for educators and policymakers to prioritize effective technology integration strategies that cater to the diverse needs of urban learners.

Impact of Geographical Factors on Vietnamese Teachers’ Satisfaction with “Teacher Activity Groups” Project

This study examines how geographic location affects the satisfaction of English language teachers participating in the innovative Teacher Activity Groups project. The project represents a pioneering example of technology-enhanced, cross-cultural collaboration between a Welsh institution, where English is the native language, and Vietnam, where English is taught as a foreign language. The six-month project was conducted entirely online, using digital platforms such as Zoom and Google Meet for interaction, fostering cooperative learning and problem-solving among 147 K-12 teachers. Employing a theoretical framework that draws upon the adult learning theory, the community of practice theory, and the zone of proximal development theory, this study offers a comprehensive evaluation of the Teacher Activity Groups project, focusing on five key levels of analysis: participants’ reactions, participants’ learning, organisation support and change, participants’ use of new knowledge and skills, and student learning outcomes. The questionnaire’s quantitative findings reveal notable differences in teacher satisfaction across urban, suburban and rural areas. Notably, suburban teachers expressed greater satisfaction in almost all measured categories. This disparity across different geographical areas highlights the importance of considering context-specific factors in the design and implementation of professional development initiatives like the Teacher Activity Groups project. Through its analysis, this study underscores the potential of cross-cultural, online collaborative projects in fostering professional development and suggests areas of focus for enhancing English language teaching and learning in different socio-educational contexts.

Internationalization at Home: A Reflection on a Semester-Long Online Collaborative Project Between Canadian and Indian Students

In today’s global community, internationalization offers students a crucial advantage by developing their intercultural competence and global citizenship skills. Recent research on Internationalization at Home (IaH) has shown that students can benefit from this approach even without travelling. There has been minimal research conducted on how internationalization affects students’ attitudes towards environmental sustainability, which is another critical theme in our interconnected world. This study evaluates an IaH initiative’s impact on students’ environmental beliefs and values from Alberta, Canada, and Kerala, India. As an IaH initiative, this project engaged students in online collaboration with students from a different world region. Participants worked collaboratively on four tasks and completed an individual reflection assignment. Student and faculty feedback shows that participants improved their knowledge of environmental issues and their commitment to environmental sustainability. Additionally, students also demonstrated stronger intercultural communication and global citizenship skills.

Online Collaborative Translation in Translation Classrooms: Students’ Perceptions and Attitudes

Technological advancements have made it possible for translation projects to be completed collaboratively. As a result, collaborative translation is becoming one of the trends in translation classrooms, particularly in tertiary education. Thus, this study aims to explore the practical use of online collaborative translation practices in translation classrooms and investigate the student’s perceptions and attitudes toward such activities. It also provides a clear description of the processes to conduct the online collaborative translation tasks and attempts to discuss the concept of collaborative translation from the perspective of the learners as active participants. More specifically, this study seeks to answer the question: ‘How do the student translators perceive and approach online collaborative translation projects?’ The research participants were 57 students enrolled in a 14-week translation course offered to students of an undergraduate program in a Malaysian public university. The student translators performed collaborative translation tasks on Google Docs. After the completion of the collaborative translation tasks, the students were asked to answer an online questionnaire on Google Forms to probe into their perceptions and attitude toward the activities performed. The findings revealed that the students had an overall positive perception and attitude toward online collaborative translation tasks. Online collaborative translation can be seen as the way forward in translation classrooms, and it works best with the younger generation who are generally ready to work with online platforms and resources to do translation works

Improving Biology Learning with the Use of Blended Learning

Blended learning is a learning strategy that combines two or more strategies or learning models to achieve expected student learning outcomes. This research aims to evaluate and improve the effectiveness of Biology learning through the application of the Blended Learning method. This research uses a descriptive approach with qualitative methods. The research results show that the application of Blended Learning in Biology learning has a positive impact on student engagement, understanding of Biology concepts, and development of science process skills. Students involved in Blended Learning demonstrate higher levels of participation through online discussions, collaborative projects, and use of online resources. Biology learning materials presented in the form of videos, simulations and virtual practicums increase students' accessibility and motivation for independent exploration. Additionally, the use of Blended Learning allows for a personalized approach tailored to individual students' needs, by monitoring their progress and adapting learning materials. Student communication and collaboration have also been shown to improve through discussion forums and online interactive activities, creating a dynamic and mutually supportive learning environment.

Hybrid Education: Current Challenges

Hybrid education combines face-to-face and online teaching to provide a more flexible learning experience tailored to the needs of students. In summary, hybrid education implies; Integration of learning modalities where face-to-face learning in the classroom is combined with online learning, taking advantage of both approaches. Flexibility and customization that allows students to access online learning content and activities at their own time and pace, adapting to their individual needs. Use of technology where technological tools and resources are used, such as online learning platforms, videoconferences, multimedia materials, among others, to facilitate teaching and learning. Interaction and collaboration where interaction between students and teachers is promoted through online discussions, collaborative projects and group activities, both in the face-to-face environment and online. Feedback and assessment, where students receive regular feedback and can take online assessments to measure their progress and get continuous assessment of their learning. Challenges and opportunities to face the digital divide, teacher training and effective course design, but also offers opportunities to improve accessibility, equity and quality of education. In conclusion, hybrid education combines the best of face-to-face and online environments to create a more flexible and tailored learning experience. By leveraging technology and promoting interaction and collaboration, hybrid education seeks to improve the quality and scope of education, giving students the opportunity to develop skills relevant to the 21st century.

International E-Tandems: A Tool for Increasing Student Motivation in the Foreign Language Classroom

This study presents findings from an online collaborative project involving students learning English at the University of Paris Nanterre (France) and students learning French at Cornell University (USA). Our main goal was to determine the impact of e-tandems on language learner motivation. During the COVID-19 pandemic, nearly all courses at these two institutions were offered online, a move that greatly complicated the use of interactive group activities. This change represented a major threat to learner motivation and the development of communication skills in the target language. To counteract these effects, language teachers from the two universities organized an online e-tandem program; pairs of students composed of one American learner of French and one French learner of English had three virtual meetings to complete activities relevant to their studies. During these meetings, they were to alternate between speaking English and French. Following each exchange, students completed journal entries about their experience using the target language. Results indicated that the e-tandem program was a positive experience for students, with many reporting higher levels of intended learning effort and being able to see themselves as competent language users. These findings highlight the didactic potential of virtual exchanges.

GitHub as a collaborative curation platform for memory projects of COVID-19 in China

ABSTRACT This study looks at online collaborative memory projects on GitHub, all of which started amid China’s war on the then unknown corona virus in early 2020 and curated stories from Chinese language social media, news outlets, and official websites. It finds that GitHub enables a collaborative yet centralized archiving and curation workflow, and each of the three projects present unique ways the COVID-19 memories can be preserved. Three key events – the lockdown of Wuhan, the death of the whistleblowing doctor, and the controversy over Fang Fang’s diaries – are further analyzed to show how these memory projects could form narratives that post challenge to the officially sanctioned version of the ‘correct’ collective memory.

Expertise determines frequency and accuracy of contributions in sequential collaboration

Abstract Many collaborative online projects such as Wikipedia and OpenStreetMap organize collaboration among their contributors sequentially. In sequential collaboration, one contributor creates an entry which is then consecutively encountered by other contributors who decide whether to adjust or maintain the presented entry. For numeric and geographical judgments, sequential collaboration yields improved judgments over the course of a sequential chain and results in accurate final estimates. We hypothesize that these benefits emerge since contributors adjust entries according to their expertise, implying that judgments of experts have a larger impact compared with those of novices. In three preregistered studies, we measured and manipulated expertise to investigate whether expertise leads to higher change probabilities and larger improvements in judgment accuracy. Moreover, we tested whether expertise results in an increase in accuracy over the course of a sequential chain. As expected, experts adjusted entries more frequently, made larger improvements, and contributed more to the final estimates of sequential chains. Overall, our findings suggest that the high accuracy of sequential collaboration is due to an implicit weighting of judgments by expertise.

Hands-on, Minds-on, Hearts-on, Social-on: A Collaborative Maker Project Integrating Arts in a Synchronous Online Environment for Teachers

This article presents a collaborative maker project integrating the arts in a synchronous online environment. Based on the Thinkering, Making, Sharing, and Reflecting (TMSR) model, the four components of hands-on, minds-on, hearts-on, and social-on learning were integrated into an online collaborative maker project involving arts, music, and coding. The authors first describe the theoretical framework of the TMSR model and the design and implementation of the maker project, and then report on the experiences and reflections of the participating teachers, who were enrolled in an online graduate course. Survey results showed that the project fostered the teachers’ connectedness, positive emotions, and satisfaction toward the online learning environment. In addition, qualitative data from their reflective essays revealed that the teacher participants experienced all aspects of hands-on, social-on, hearts-on, and minds-on learning in the online environment both as learners and as teachers. Finally, the qualitative themes showed that the teachers acknowledged supportive maker project components that can be applied in their own teaching context. Implications of the findings for art-integrated maker projects in public school settings were also addressed.

Why are not There More Bayesian Clinical Trials? Perceived Barriers and Educational Preferences Among Medical Researchers Involved in Drug Development.

Objective and BackgroundThe clinical trials community has been hesitant to adopt Bayesian statistical methods, which are often more flexible and efficient with more naturally interpretable results than frequentist methods. We aimed to identify self-reported barriers to implementing Bayesian methods and preferences for becoming comfortable with them.MethodsWe developed a 22-question survey submitted to medical researchers (non-statisticians) from industry, academia, and regulatory agencies. Question areas included demographics, experience, comfort levels with Bayesian analyses, perceived barriers to these analyses, and preferences for increasing familiarity with Bayesian methods.ResultsOf the 323 respondents, most were affiliated with pharmaceutical companies (33.4%), clinical research organizations (29.7%), and regulatory agencies (18.6%). The rest represented academia, medical practice, or other. Over 56% of respondents expressed little to no comfort in interpreting Bayesian analyses. “Insufficient knowledge of Bayesian approaches” was ranked the most important perceived barrier to implementing Bayesian methods by a plurality (48%). Of the approaches listed, in-person training was the most preferred for gaining comfort with Bayesian methods.ConclusionsBased on these survey results, we recommend that introductory level training on Bayesian statistics be presented in an in-person workshop that could also be broadcast online with live Q&A. Other approaches such as online training or collaborative projects may be better suited for higher-level trainings where instructors may assume a baseline understanding of Bayesian statistics. Increased coverage of Bayesian methods at medical conferences and medical school trainings would help improve comfort and overcome the substantial knowledge barriers medical researchers face when implementing these methods.Supplementary InformationThe online version contains supplementary material available at 10.1007/s43441-021-00357-x.

On the Use of Video Description in an Online Collaborative Writing Project with ESP Learners of Tourism Studies

This paper shows the results of a teaching innovation project, which consisted in providing students with a video description task, by which they could practise their written skills in a collaborative fashion in their English for Tourism university studies ― which enables them to obtain a B2 level. A total of 35 adult volunteers participated in this two-month project. Following a task-based approach, and by taking techniques from of audio description, students had to write, in pairs, the script of a touristic promotion clip of Iceland, providing an attractive and accurate description of the images that appeared on the screen, that is, situations proper of the tourism industry. In the second phase of peer review, students had to assess the other pairs’ descriptions, and, finally, once revised by themselves and by the teachers, they had to vote for the best ones, with the aid of a rubric that helped them identify the main landmarks to take into account (lexicon, accuracy, etc.). The results show that the students not only enjoyed the task, which increased their motivation for writing in English, but they also obtained better results in the final exam tests than those who did not participate in this collaborative task.

A pedagogical framework of cross-cultural online collaborative projects in English as Foreign Language (EFL) classrooms

Many researchers have focused on online collaborative learning, cross-cultural communication, project-based learning, digital literacy, and digital storytelling but there is no pedagogical framework that incorporates these elements for English as Foreign Language (EFL) teaching. This study based on the qualitative design established a pedagogical framework from three different types of cross-cultural collaborative projects with the collected data including students’ artifacts and project structures. We have found that the pedagogical framework proposed here serves as a guide to facilitate different types of cross-cultural projects in their classrooms. The multiple cases of cross-cultural online collaborative projects in an EFL class were taught according to the theories of project-based learning and content language integrated learning alike, proved to follow this pedagogical framework. Implementation is also described to give more details on how the projects were conducted. In the end, opportunities and challenges are provided for future implementation of online collaborative EFL projects.

Integrating collaborative localization into professional translator training

Non-professional translation (NPT) has attracted increasing attention in translation studies in recent years. As a consequence, translator training needs to take NPT into account in the translation curriculum. In this article I report the findings of an exploratory study conducted to implement and evaluate an online collaborative localization project as an example of NPT. Drawing on quantitative and qualitative methods, the findings show that the trainees had a positive attitude towards NPT practices and were highly satisfied with the inclusion of NPT in the localization curriculum.

PgCert Student-faculty Perspectives on Online Collaborative Projects: A case from Middle East College

Teacher online collaboration has recently attracted more and more attention and interest in many parts of the world. Unfortunately, very little research, if at all, has been conducted so far in the Sultanate of Oman. The present paper sought to fill this severe gap in research by asking and finding answers to this central question: What beliefs and opinions do faculties hold towards online collaborative projects (OCPs)? It used a quantitative method approach through a questionnaire administered to a group of PgCert student-faculty group (n=50) from Middle East College to get to know about their perspectives concerning the questions set above. The results obtained revealed (a) a high positive feedback on the part of the study participants as to their involvements in online collaborative projects, (b) very different reports on issues faced when working on online collaborative projects, and (c) varying degrees of impacts of OCPs on their teaching practices. The results of the study will have tremendous significance to teachers in all fields of specialization who are/will be engaged in OCPs. The potential implications of these and other results on teacher practices and involvement in such OCPs are discussed

Teaching and Learning Chinese as a Foreign Language Through Intercultural Online Collaborative Projects

This study explores project-based online intercultural collaborative learning for non-native beginners’ CFL learning (Chinese as a Foreign Language) in Denmark. Adopting a quasi-experimental design, two parallel classes were involved in the study wherein the same learning contents and project-based learning was used in both. An additional element of collaborative online learning with Chinese students facilitated to only the experimental class. The study empirically adopted a sequential mixed-method design, including quantitive data from knowledge test and project product assessment and qualitative data from the communicative records and semi-structured interviews. While results reported no difference regarding knowledge test outcomes between the two classes, and both classes performed well in their project work, experimental class students performed better than the control class in project outcomes. The results indicate that the PBL method has a positive effect on CFL beginners. While the online intercultural collaborative elements may not make a difference for the knowledge learning aspect, it supports the students’ deep understanding of the target culture theory and a micro-setting life experiences, which may support the CFL learning at a beginning level. Suggestions are provided based on identified challenges regarding how to better support project-based online intercultural collaborative learning, including balancing group work and individual support for CFL beginners, more time allocation to support team dynamics, and better use of technological tools.

Distance learning technology in English at technical university and education upgrading

The concept of an educational service has been repeatedly discussed by scientists and university stuff. It is obvious that the coronavirus pandemic, which has spread over the whole world, became an impulse for the information educational technologies development. It turned out that even those educational institutions that had actively used modern technologies in the educational process before the changes occurred faced certain difficulties. Distance learning at technical university is carried out by various information resources – text documents, multimedia, audio and video conferences. It is possible to use new forms of pedagogic activity – classes and workshops online, excursions online, chat correspondence, collaborative online projects. According to the modern classification, there are three types of distance learning technologies – case technology, network technology, video technology. The paper attempts to summarise the main English distance learning technologies used at technical university and based on training platforms Teams Microsoft and Zoom.

Participatory, self-organising, and learning

Abstract This article presents a case study on communication in online collaborative translation projects, drawing on a community of amateur Chinese translators called Yeeyan. Centring on the concept of ‘translaboration’, the study explores the collaborative dimension of translation by examining conversational discourse during the translation process. It argues that participants play the role not only of translators, but also of translaborators, who self-organise and resolve various kinds of issues through collaboration. The study uses dialogue act analysis and social network analysis to investigate the features and influence of communication that drive and shape translation and other collaborative activities. The findings show that communication can help mitigate organisational and quality risks in online collaborative translation. A learning process embedded in peer communication is also found. The study enriches existing knowledge of translaboration as a model of transdisciplinary research of collaborative practices in multi-agent relationships, collective problem-solving and knowledge communication.