Collaborative Setting Research Articles

Reconstructing professional identity through collaboration in pluralistic approaches

ABSTRACT This study investigates the reconstruction of professional identity among three experienced language teacher educators through collaboration in pluralistic approaches. Framing identity within a narrative-based understanding and exploring the interactional aspects of collaboration through the Complex Dynamic Systems Theory (CDST) lens, the study moves beyond traditional narrative inquiries in teacher education. Employing an autobiographical narrative approach, the study metaphorically represents professional identity reconstruction as complex dynamic systems. Grounded in autobiographical accounts from a year-long international collaboration on developing teacher competencies for pluralistic approaches, the study identifies emerging themes such as the role of peer collaboration, digital tools, and contextual influences in identity transformation. Findings suggest implications for professional development through collaborative and international networks in language education. The study contributes to understanding language educator identity as a dynamic, ongoing interpretive process in collaborative settings, offering insights for teacher education.

Experiences of receiving formal psychological support following lower limb amputation: a qualitative study

Purpose This study sought to explore the experiences of receiving formal psychological support following non-vascular-related lower limb amputation. Materials and Methods Semi-structured interviews were conducted with five individuals (3 males, 2 females, aged 38–56) with lower limb loss. Two had unilateral above knee amputations, one a unilateral below knee amputation, one a unilateral through-knee amputation, and one had bilateral above knee amputations. Four had trauma-related amputations, one had an amputation due to cancer. All had received formal psychological support related to their amputation. Interpretative phenomenological analysis was used for the analysis of the data. Results Four themes were developed: (1) The need for psychological intervention—denial and acceptance; (2) “Safe space”—being valued, heard, and validated; (3) The importance of focus, transparency, and specialist knowledge; and (4) The most helpful techniques and approaches. Findings highlighted aspects of psychological support that were helpful and unhelpful. Conclusions The findings provide insights into how psychological support for people with lower limb amputation can be delivered or improved. These include: the importance of psychological support throughout rehabilitation; the benefit of transparency and collaborative goal setting in sessions; and participants’ preference that those providing formal psychological support have limb loss specific knowledge.

Dyadic mechanisms of effect in home–school consultation: Evidence from two school-based consultation models

The United States educational system struggles to provide supportive services as rates of autism spectrum disorder rise. Teachers face challenges in shared decision-making with caregivers for developing high-quality intervention plans tailored to the strengths, challenges, and needs of students with autism and their learning environments. We describe two school-based consultation approaches for supporting shared decision-making between parents/caregivers and teachers of students with autism – Partners in School and COMPASS. Both approaches bring parents/caregivers and teachers together for collaborative goal setting facilitated by a consultant through shared dyadic mechanisms of effect, which include shared decision-making, caregiver-teacher alliance, and agreement on educational goals. These innovative consultation models incorporate both the teacher and parent/caregiver perspectives early on when deciding on specific goals and strategies.

Towards A More Blended Language Learning With Web 2.0

ABSTRACTWhile educational environments are swiftly evolving to embrace and offer increased accessibility to technological resources, the inquiry into the appropriate utilisation of Web 2.0 tools in education persists. Thus, this study investigates the efficiency of a blended language learning environment that incorporates Web 2.0 technologies in accordance with a specifically framed instructional design in enhancing English language learning outcomes and social presence. It seeks to explore the impact of incorporating Padlet in English classes on high school students' academic performance and social presence using a mixed‐method approach. The standard English test, postinterviews, social presence scale and needs analysis provided the data. Findings indicate that the integration of Padlet into language classes fosters more collaborative language learning settings that result in increased performance in some language skills and social presence. Accordingly, this study is expected to offer valuable insights for educators regarding creating more interactive classroom contexts via Web 2.0 technologies.

EyeDraw: Investigating the Perceived Effects of Shared Gaze on Remote Collaborative Drawing

Shared gaze, where collaborators can see each other's point of gaze visualized on their screen in real time, is a novel non-verbal mechanism that augments remote collaborations and increases shared awareness and common grounding. While past studies have focused on well-structured tasks and analyzed task performance and efficiency, our study explores the domain of collaborative drawing for recreational purposes and focuses on collaborators' own perceptions. We surveyed 75 users of online collaborative drawing platforms who mostly drew collaboratively for recreation and artistic growth; they reported the importance of communication but also of retaining individual space despite the collaborative setting. Informed by this and prior research on shared gaze, we evaluate collaboration by allowing two collaborators to draw synchronously on a shared canvas and share their point of gaze. We conducted a study with 24 pairs that drew collaboratively under all combinations of shared gaze and voice communication. Combining voice and shared gaze was perceived to reach the best balance between tightly coupled collaboration and parallel individual execution. Shared gaze led to higher spatial awareness and less turn-taking was observed in conditions that shared gaze was present. Surprisingly, many participants found the lack of any communication medium to afford the highest degree of divergent thinking. Our findings provide guidelines for adaptive tools that consider individual preferences as well as the nature of the task to better support remote collaborations that are open-ended and prize creativity.

The Impact of Emotion-Based Teaching Strategies on Motivation in Collaborative Learning

This paper explores the role of EBTS in enhancing motivation within collaborative learning environments in Canada’s multicultural and inclusive educational landscape. Drawing from psychological frameworks such as Deci and Ryan’s SDT and Pekrun’s Control-Value Theory, the study delves into how emotions shape motivation, engagement, and academic success. The paper emphasizes the interplay between positive emotions, such as curiosity and pride, and essential psychological needs, including autonomy, competence, and relatedness, which are critical to sustaining intrinsic motivation. It examines the impact of emotions on group dynamics, highlighting the benefits of fostering trust, empathy, and respect in collaborative settings. Empirical evidence from Canadian classrooms demonstrates the transformative potential of EBTS in promoting student participation, resilience, and inclusivity. The findings underscore the need for integrating emotional engagement into pedagogical practices to enhance both individual and collective learning outcomes. By addressing emotional dimensions, educators can create enriched, culturally responsive, and motivating learning environments that prepare students for academic and interpersonal success.

Nurse Practitioner-Pharmacist Collaboration in Telehealth: Review of the Literature

Telehealth has the potential to improve access to care, address health disparities, and make health care more equitable by removing barriers and connecting patients to a variety of providers. Telehealth also connects health professionals who may not typically be working together. Although nurse practitioners (NPs) and pharmacists are increasingly working in collaborative telehealth care settings, it is not clear how to best integrate these health care professionals and whether telehealth can be adapted to optimize NP-pharmacist collaboration and patient outcomes. This review explored pharmacist-NP collaborative projects found in the literature to understand best practices.

Reforming early intervention for premature infants: insights into integrated nursing and medical care in Western China.

Premature births has imposed substantial burdens on medical resources. Consequently, a specialized team was established and a model focused on early intervention, namely the Delivery Room Intensive Care Unit (DICU) emphasizing "care, support, and treatment" was introduced and its impact on the morbidity and mortality outcomes of newborns was assessed. Additionally, we aimed to develop a nomogram model for predicting the risk of intraventricular hemorrhage (IVH) in preterm infants. A retrospective study involving 2,788 infants was conducted to compare the characteristics and outcomes of infants admitted following the transition from the previous "neonatal intensive care unit (NICU)-centered" approach to the current early "care, support, and treatment" model. Clinical and laboratory data were recorded from birth until their discharge. The primary outcome was IVH, with additional evaluation of mortality and morbidities related to the neurological, respiratory, circulatory, and digestive systems. The DICU approach significantly declined the incidence of IVH [OR: 0.16, 95% CrI (0.11,0.23)], hypothermia [OR: 0.33, 95% CrI (0.21,0.50)], apnea [OR: 0.60, 95% CrI (0.47,0.75)], perinatal respiratory diseases [OR: 0.63, 95% CrI (0.52,0.75)] and metabolic acidosis [OR: 0.24, 95% CrI (0.16,0.34)]. Five predictors were selected: DICU exposure, gestational age, birth weight, ventilation mode within seven days, and ibuprofen use (d). The model built by these predictors displayed good prediction ability with the area under the ROC curve of 0.793 in the training set and 0.803 in the validation set. The standardized DICU model had significantly reduced the incidences of morbidities. The risk nomogram is useful for prediction of IVH risk in eligible infants, with a high accuracy, sensitivity, consistency, and practicability. This study emphasizes the shift in early intervention concepts and team collaboration sets "neonatologists, neonatal nurse practitioners, and respiratory therapists", which advocates for standardized decision-making for treatment from the delivery room to improve the success rate of resuscitation and enhance the prognosis of these infants.

How do firms adapt their portfolios of external collaborations to changing internal organizational attributes? The moderating role of firm age

Objective of the study: Given the benefits of external collaborations in technology-intensive industries, we explore how firms adapt their portfolios of external collaborations to internal uncertainties. Using the behavioral theory of the firm, this study examines how firms adapt based on innovation performance feedback. Methodology/approach: We built a panel dataset from three sources. Patent data came from The National Bureau of Economic Research (NBER) paper (Kogan, Papanikolaou, Seru, & Stoffman, 2017), which used extensive name-matching tools to link USPTO patents to firms. External collaborations data were collected from the SDC Platinum Joint Ventures and Alliances database, focusing on R&D agreements. Financial data were sourced from Compustat. After processing, the dataset included nearly 900 publicly listed firms from 12 high-tech industries (1990-2010). We tested our hypotheses using two probit models, each predicting a different dependent variable. Originality/Relevance: We shift the focus from the traditional dyad perspective, which centers on individual partnerships, to how firms adjust their entire portfolios of external collaborations in response to their internal dynamics, like innovation performance feedback. While real options and transaction cost theories emphasize the need to maximize efficiency in individual partnerships, we explore how firms adapt their broader set of external collaborations to changing internal conditions. Main results: We find that firms performing above innovation aspirations are more likely to form equity alliances (i.e., joint ventures). However, the magnitude of this effect greatly differs between mature and young firms. Young firms are about four times more likely than their mature counterparts to form equity alliances when they significantly surpass their innovation targets. Theoretical/methodological contributions: Our study contributes to the research on alliance portfolio adaptation by showing that, beyond external factors like technological change and market uncertainty, firms also adjust their portfolios of external collaborations in response to internal factors, specifically innovation performance feedback. Moreover, our findings also demonstrate that firms’ responses to innovation performance relative to aspirations vary based on their lifecycle stage. Social /management contributions: Our study also has several implications for managers. First, managers of well-performing firms should view exceeding innovation aspirations as a signal to pursue collaborations to scale new technologies and knowledge. Their performance gives them a stronger negotiating position for forming joint ventures, allowing them to secure more favorable terms. Additionally, they should, in this case, seek partnerships to share risks associated with cutting-edge innovation projects rather than solely investing in internal innovation prospects. For young firms, which tend to respond more aggressively when outperforming their innovation aspirations, managers should adopt bold partnership strategies. In contrast, managers in mature firms should focus their resources on internal development, mergers and acquisitions, or partnerships that help maintain the autonomy of these firms.

Integrating Scenario Analysis and Participatory Modeling to Generate Plausible Future Narratives for Water Resources: A Case Study in the Middle Rio Grande River Basin

In addressing complex water management issues, participatory modeling (PM) and scenario analysis (SA) have emerged as pivotal tools for fostering stakeholder engagement, social learning, and collaborative decision-making. This study explores the efficacy of integrating PM and SA within a series of online workshops focused on the Middle Rio Grande River Basin. Data were collected using a mixed-methods approach, including surveys, workshop transcripts, and participant outputs from workshop activities. Through these workshops, participants from diverse backgrounds engaged in collaborative scenario-building exercises, interactive discussions, and hands-on simulations using the SWIM 2.0 model, fostering shared learning and deeper insights into regional water challenges. Our findings highlight the importance of group-level activities in enhancing participants’ understanding, engagement, and trust in modeling tools, which can lead to more informed decision-making processes. The workshops demonstrated significant improvements in SA completion and a deeper connection between participants and policy discussions. However, challenges remain in bridging the gap between SA and active decision-making, particularly in contexts where participants do not perceive themselves as decision-makers. This study underscores the potential of participatory approaches to address complex environmental issues, while also identifying areas for further refinement to enhance stakeholder empowerment and tool usability in collaborative settings.

Reconciling Conflicting Data Curation Actions: Transparency Through Argumentation

We propose a new approach for modeling and reconciling conflicting data cleaning actions. Such conflicts arise naturally in collaborative data curation settings where multiple experts work independently and then aim to put their efforts together to improve and accelerate data cleaning. The key idea of our approach is to model conflicting updates as a formal argumentation framework (AF). Such argumentation frameworks can be automatically analyzed and solved by translating them to a logic program PAF whose declarative semantics yield a transparent solution with many desirable properties, e.g., uncontroversial updates are accepted, unjustified ones are rejected, and the remaining ambiguities are exposed and presented to users for further analysis. After motivating the problem, we introduce our approach and illustrate it with a detailed running example introducing both well-founded and stable semantics to help understand the AF solutions. We have begun to develop open source tools and Jupyter notebooks that demonstrate the practicality of our approach. In future work we plan to develop a toolkit for conflict resolution that can be used in conjunction with OpenRefine, a popular interactive data cleaning tool.

Collaborative goal setting for children with disability within education: A scoping review

Successful collaborative goal setting for disabled children is an essential part of family-centred practice (FCP). There is a paucity of research that collates concepts or approaches to collaborative goal setting. This scoping review aimed to explore key features and the application of collaborative goal setting frameworks and approaches used in an educational context for disabled children and their families. Ten databases were systematically searched using the keywords and synonyms of collaboration, goal setting, children, and disability from 2000 to January 2023. Data were collated and analysed thematically. Twenty-four studies were included for review and four key elements were identified as supporting collaborative FCP: (a) adopting a child-centred approach to enhance the child’s strengths and dreams; (b) using goal-setting tools to identify the child’s current ability; (c) applying structured processes to achieve collaborative family-centred practice; and (d) accessing external support during collaborative goal setting. A new working model was developed from the findings, which describes collaborative constructs and practical strategies for child-centred goal setting. Exploration and use of this model may support professionals to enhance collaborative family-centred goal-setting practice.

Humber Polytechnic's Applied Research Program: An Autoethnography Of Participants' Reflections And Experiences

As a group of 10 applied researchers, faculty, and essential support staff at Humber Polytechnic, we share our enlightening experiences, working together in a collaborative setting to acquire knowledge on applied research practices. Our work is a testament to the power of collaboration, as we have used a collaborative and engaging autoethnographic model to disseminate our experiences of seven weeks. Although our reflections are independently composed pieces of work, they are observations of the collective work we completed during our participation in the Applied Research Program designed and hosted by Humber Polytechnic in Toronto, Canada.

Provocations from the ‘STS as a Critical Pedagogy’ Workshop

This research article is a collaborative set of reflections and provocations stemming from the National Science Foundation (NSF) funded workshop on STS as a Critical Pedagogy, hosted online during the summer of 2021 by Shannon N. Conley and Emily York at James Madison University. The workshop occurred over four separate sessions, bringing together forty participants (including six undergraduate students who contributed as both facilitators and research assistants). Participants self-organized into panels, leading the workshop collective to engage a host of questions, challenges, methods, and practices related to STS and critical pedagogy. Questions included the following. What characterizes critical STS pedagogies? How are critical STS pedagogies enabled and constrained by our institutional and disciplinary locations? What makes STS pedagogies travel? How might we imagine STS pedagogies otherwise? How do our pedagogies shape our research and engagement in the world? How might we critically interrogate the boundaries between research, teaching, service, and engagement, and what becomes visible when we do so?

팀 기여도 동료평가에서 평가 준거의 구체성에 따른 동료평가에 대한 인식과 동료평가의 효과성

The purpose of this study is to explore learners' perceptions of peer assessment and evaluate its effectiveness based on the specificity of peer assessment criteria in teamᐨbased collaborative learning. The specificity of peer assessment criteria was examined through two independent variables: the use of detailed criteria and the presentation of evaluation grounds. Learners' perceptions were assessed via quantitative surveys and openᐨended questions focused on the usefulness and fairness of peer assessment, while the effectiveness was determined by the extent of equal participation in team activities, measured by actual team contribution scores. A total of 84 undergraduate students participated in the study. The findings revealed that the use of detailed criteria didn't show the statistical significance, but the provision of evaluation grounds significantly influenced learners' perceptions of the usefulness and fairness of peer assessment, though no interaction effect between the two was found. This suggests that regardless the use of specific criteria, evaluation grounds are provided enhances the perceived usefulness and fairness of peer assessment in evaluating team contributions. Moreover, the study found that group D (which used holistic criteria without providing evaluation grounds) demonstrated relatively unequal team contributions compared to other groups, highlighting the impact of specific peer assessment methods on team contribution within collaborative learning settings. To further clarify the quantitative results, openᐨended responses reflecting learners' perceptions of peer assessment were thoroughly reviewed to interpret the findings. The discussion was approached from the perspective of suggesting specific strategies for utilizing peer assessment to enhance learners' contributions in collaborative learning settings.

Belief Bias in Individual and Collective Reasoning.

In this paper, we investigate whether collaborative group performance is better than individual performance in solving a syllogism evaluation task. We hypothesise that collaborative group settings will outperform individual settings and that the belief bias effect will be mitigated in a group setting. Two empirical studies were conducted with Argentinian undergraduate students. Study 1 (N = 239) used a between-subjects design with two conditions: individual resolution and interactive group resolution. Overall, the group condition performed better than the individual condition, but there were no significant differences in evaluating invalid syllogisms. Study 2 (N = 115) used a within-subjects design with three conditions: individual resolution, interactive group resolution, and individual after-interactive group resolution. Overall, the group condition performed better than the individual condition, and the individual after-interactive group condition showed an increase in accurate answers compared to individual resolution. However, as observed in Study 1, the collaborative group setting did not improve the evaluation of invalid syllogisms. We propose an explanation for the group resolution of invalid believable syllogisms within the framework of the selective processing model of the belief bias. This research provides new data on the effects of collaborative settings in deductive reasoning beyond the Western Educated Industrialised Rich Democratic (WEIRD) cultures.

The Role of AI: Speculative Design in Redefining Artistic Collaboration

This paper considers the role of artificial intelligence as an emerging creative collaborator within artistic practices through the frame of speculative design. As technology continues to reshape the creative landscape, AI is increasingly moving from a tool to a co-creative partner in the artistic process. Speculative design is used in this paper to imagine and contrast possible future scenarios in which AI will play a significant role in the creation of art, to explore emerging opportunities and challenges from this integration. The article, guided by three key research questions, investigates how human artists perceive the role of AI in art, the key contributions of AI in collaborative settings, and how speculative design might help clarify the outcomes of AI-assisted versus traditional artistic creation. A comprehensive review of the literature underlines the current state of AI, concerning art forms in visual arts, music, and literature. This, however, must be availed with the gap about research at large in terms of authorship, originality, and ethical implications. The project shows, through speculative scenarios and interviews with practising artists, that while AI holds the potential to extend human creativity through new tools and techniques, several ethical issues regarding authorship and ownership and the possible suppression of human creativity arise. The discussion emphasizes the importance of preserving human agency and the need to develop ethics concerning the use of AI in the arts. In all, while AI affords exciting new opportunities in the realm of collaborative art, great care must be exercised in its integration.

CVR-BBI: an open-source VR platform for multi-user collaborative brain to brain interfaces.

As brain imaging and neurofeedback technologies advance, the brain-to-brain interface (BBI) has emerged as an innovative field, enabling in-depth exploration of cross-brain information exchange and enhancing our understanding of collaborative intelligence. However, no open-source virtual reality (VR) platform currently supports the rapid and efficient configuration of multi-user, collaborative BBIs. To address this gap, we introduce the Collaborative Virtual Reality Brain-to-Brain Interface (CVR-BBI), an open-source platform consisting of a client and server. The CVR-BBI client enables users to participate in collaborative experiments, collect electroencephalogram (EEG) data, and manage interactive multisensory stimuli within the VR environment. Meanwhile, the CVR-BBI server manages multi-user collaboration paradigms, and performs real-time analysis of the EEG data. We evaluated the CVR-BBI platform using the SSVEP paradigm and observed that collaborative decoding outperformed individual decoding, validating the platform's effectiveness in collaborative settings. The CVR-BBI offers a pioneering platform that facilitates the development of innovative BBI applications within collaborative VR environments, thereby enhancing the understanding of brain collaboration and cognition. CVR-BBI is released as an open-source platform, with its source code being available at https://github.com/DILIU1/CVR-BBI.

Collaborative online learning in higher education—quality of digital interaction and associations with individual and group-related factors

Collaborative online learning became a necessity for universities during the COVID-19 pandemic. Even though it is known from research that online collaboration is an effective way of learning, digital interaction can be challenging for learners. Group members have to create a high-quality interaction to ensure the success of the collaborative learning process. Based on a theoretical model of collaborative learning, high-quality interaction can be determined with regard to cognitive group activities (prior knowledge activation, transactivity), meta-cognitive group activities (organization of the work process), and relational group activities (group climate, participation and task-related communication). Our study aims to examine how students manage a self-directed collaborative learning setting, how they perceive the process quality of digital interaction and how the interaction quality is related to self-reported outcomes (learning gain and satisfaction). We use a newly developed questionnaire to assess the quality of digital interaction in terms of the aforementioned dimensions. Furthermore, we focus on associations with the beliefs about web-based learning and the ability of perspective-taking at the individual level as well as the sense of community at the group level. We conducted a quantitative study within online university courses that were implemented asynchronously due to the COVID-19 pandemic. N = 298 undergraduate students in teacher education rated the quality of a digital collaborative learning settings (response rate of 72%). The students worked on collaborative tasks autonomously without any guidance from the teacher. We find differences between (meta-)cognitive and relational factors of interaction quality, and differences in the strength of the associations with outcomes and individual and group-related factors. Our study provides insights into students´ collaborative online learning and examines the relationships between different dimensions of group interaction quality and the input and outcome variables. Limitations and areas for further research are discussed.

Extremely virtual and incredibly physical

Abstract Digital mediation strategies are key soft skills to develop amongst students as they prepare to interact in increasingly collaborative settings, socially and professionally. Defined as a set of communication strategies deployed to reach mutual agreement over a dispute, mediation enables students’ cooperation in task-based language teaching settings. However, there is an absence of research investigating learning practices in digital social spaces that allow students to develop mediation strategies while using foreign languages to achieve group task goals. In this article, we will outline and compare the results of two case studies exploring the interaction potential of digital educational activities: Digital Storytelling and Digital Social Reading. The analysis of students’ multimodal conversations during the activities shows that while there are intrinsic interactional affordances related to the technologies (StoryMaps, izi.Travel, ThingLink, Immerse and Glose for Education) used in educational contexts, fostering students’ mediation strategies has only been feasible through a sound instructional methodology. Starting from the data analysis, pedagogical implications are drawn to help language teachers implement virtual technologies to boost students’ digital mediation strategies to act successfully in their professional and social lives. Considerations include pre-activity tech and strategy training and the integration of asynchronous and synchronous moments of reflection. Further discussion pertains to creating a community of practice collaborating to understand tool usability for attaining activity goals.