Online Collaboration Tools Research Articles

Student perceptions on the benefits of audio conferencing in MBA distance learning courses

As businesses increasingly use collaboration tools with audio capabilities to support online meetings, it is important for universities to examine the potential value that similar tools can add to distance learning courses. This study reveals findings from MBA students regarding the perceived benefits of online meetings supported by Wimba Classroom, an online collaboration tool with audio capabilities. The results are benchmarked against the perceived benefits of students who participated in online meetings using Blackboard Virtual Classroom, an online collaboration tool that lacks audio capabilities. The central findings of the study provide evidence to suggest that collaboration tools with audio may be an important component in distance learning courses with synchronous online meetings.

Web 2.0 online collaboration tools as environments for task-based writing instruction

The paper presents an overview of a pilot study aiming at developing university students’ writing competence with the use of a selected Web 2.0 collaboration tool as authoring environment for Task-Based Language Teaching. Online word processors were used to design a pre-task, task and post-task sequence which was implemented in varied modes of work when teaching English to students at the Department of German Studies, Maria CurieSkłodowska University in Lublin, Poland. The specific aim of the study was to investigate the applicability of one particular online collaborative environment, namely an online word processor such as Google Docs (http://docs.google.com), to implement form-focused language teaching at a tertiary level. The study was conducted in an action research fashion, with two parallel groups of students using two different collaborative environments (wikis and online word processors). As it was found out, the idea of learning writing in collaboration mediated by online resources was new to students and the awareness of how to make the best use of peer editing and peer feedback had to be established among students first. Once it was done, however, collaborative learning online proved to be a powerful vehicle for language instruction. The emergence of new Web 2.0 tools facilitating collaboration and publishing such as online word processors has helped to redefine the process of teaching language skills, and specifically writing, in the TBLT framework.

Building Community and Collaboration Applications for MMOGs

Supporting collaborative activities among the online players are one of the major challenges in the area of Massively Multiplayer Online Games (MMOG), since they increase the richness of gaming experience and create more engaged communities. To this direction, our study has focused on the provision of services supporting and enhancing the players' in-game community and collaboration activities. We have designed and implemented innovative tools exploiting a game adaptation technology, namely, the In-game Graphical Insertion Technology (IGIT), which permits the addition of web-based applications without any need from the game developers to modify the game at all, nor from the game players to change their game installation. The developed tools follow a design adapted to the MMOG players' needs and are based on the latest advances on Web 2.0 technology. Their provision is performed through the core element of our system, which is the so-called Community Network Game (CNG) Server. One of the important features provided by the implemented system's underlying framework is the utilization of enhanced Peer-to-Peer (P2P) technology for the distribution of user-generated live video streams. In this paper, we focus on the architecture of the CNG Server as well as on the design and implementation of the online community and collaboration tools.

TEC Project Report: Social media and online collaboration tools' place and purpose in committee work

The AWWA Information Management and Technology Research Committee, under the Water Science and Research Division, conducted a 15‐question survey and commissioned research into the benefits and risks of using social media and collaboration tools by AWWA committees. The survey included multiple‐choice and free‐form questions relating to social media and collaboration tools used for committee and/or volunteer work for industry organizations. Utilities today face tighter budgets and a greater need for collaboration than ever, and social media and collaboration tools have demonstrated potential in addressing these issues. This article presents the results of the survey and research and suggests guidelines for social media and collaboration tools that may be of interest to users, no matter which direction AWWA takes in the future. AWWA currently recommends that committees do not use general collaboration tools or social media, except in specific defined instances, because of intellectual property rights risks but will incorporate this project's findings into its decision‐making process as it develops a path that best supports the association's objectives and its members.

Eliciting expert knowledge to inform landscape modeling of conservation scenarios

Conservation and land management organizations such as The Nature Conservancy are developing strategies to distribute conservation efforts over larger areas. Relative to fee-simple protection efforts, strategies that allow ecologically sustainable timber harvest and recreation activities, such as working forest conservation easements, should yield greater socioeconomic benefits (ecosystem services) with less investment per area without significantly compromising the conservation of biodiversity (ecological targets). At the same time, climate change may profoundly influence forest resilience to management strategies in the coming century. As a result, there are many possible scenarios for the future of our forests and significant uncertainty for practitioners and decision makers. Yet, monitoring efforts aimed at evaluating the effectiveness of conservation strategies span decades or longer, leading to a lag in knowledge transfer and delayed adaptive management.To explore potential outcomes for biodiversity, provisioning of ecosystem services, and resilience of our forests resulting from various management strategies and climate change projections, we developed an approach that integrates quantitative, spatially explicit landscape modeling with scenario-building informed by expert knowledge. In this paper, we present our experiences applying this approach to two conservation project areas in the western Great Lakes region of the U.S.For each project area, spatially explicit landscape simulations were performed using the VDDT©/TELSA© software suite (ESSA Technologies, Ltd.). At key points in the process, we infused the modeling efforts with expert knowledge via interactive in-person or web-based workshops and an online collaborative tool. Here, we capture our experiences applying the scenario building and modeling approach to forests in the western Great Lakes region and our efforts to make the process transparent and responsive to local and regional experts. It is our intent that this approach be transferable and implemented in future landscape scale conservation projects.

Using online collaborative tools for groups to co‐construct knowledge

PurposeThe purpose of this paper is to report on and describe the use of MediaWiki and Google Docs at undergraduate level as online collaboration tools for co‐constructing knowledge in group project work.Design/methodology/approachParticipants included 22 undergraduate students from the Information Management Programme at the University of Hong Kong. All the students had used MediaWiki for the major project in their knowledge management course and Google Docs for their final year project. Questionnaires and semi‐structured telephone interviews were administered after completion of the course/final year project. All interview conversations were audio‐recorded and transcribed for analysis. Each transcript was e‐mailed to the interviewee for accuracy review. The qualitative data supplemented, enriched and clarified the quantitative responses from the online surveys.FindingsThe results indicated that some of the students had positive experiences using the tools for online collaboration in the group projects. Although more students found MediaWiki an effective knowledge management tool than Google Docs, many students highlighted the user‐friendly features of Google Docs.Originality/valueThese platforms (MediaWiki and Google Docs) gave teachers the facility to closely monitor student progress, and to provide feedback to assist in the effective management of the report‐writing process. Moreover,the use of Google Docs in an academic setting remains largely unexplored in the literature, even though the collaborative features of MediaWiki and Google Docs are relatively comparable.

Online Interaction Between On-Campus and Distance Students

This paper addresses postgraduate students’ perspectives toward online interaction between on-campus and distance students through online collaboration tools such as online discussion boards and Wikis. Data were collected from eight interview participants and 29 written survey respondents. Seven interrelated categories capturing the main features of on-campus students’ perspectives were generated from the data using a sequential mixed method approach, namely, a quantitative survey approach both preceded and followed by qualitative interviews. Among these categories, on-campus students’ “unwillingness” to participate in online interaction with their distance peers emerged as the core phenomenon. Drawing on the analysis of these data, this article identifies the major impediments to active online interaction and collaboration and puts forward three recommendations for promoting more frequent interaction between distance and on-campus students.

Managing Data within the HUBzero™ Platform

OMICS: A Journal of Integrative BiologyVol. 15, No. 4 Letters to the EditorManaging Data within the HUBzero™ PlatformMichael McLennanMichael McLennanSearch for more papers by this authorPublished Online:8 Apr 2011https://doi.org/10.1089/omi.2011.0018AboutSectionsView articleView Full TextPDF/EPUB ToolsPermissionsDownload CitationsTrack CitationsAdd to favorites Back To Publication ShareShare onFacebookTwitterLinked InRedditEmail View articleFiguresReferencesRelatedDetailsCited byKnowEnG: a knowledge engine for genomics22 July 2015 | Journal of the American Medical Informatics Association, Vol. 22, No. 6User Requirement Analysis for an Online Collaboration Tool for Senior Industrial Engineering Design Course28 August 2014 | Human Factors and Ergonomics in Manufacturing & Service Industries, Vol. 24, No. 5Developing Sustainable Data Services in Cyberinfrastructure for Higher Education: Requirements and Lessons Learned Volume 15Issue 4Apr 2011 InformationCopyright 2011, Mary Ann Liebert, Inc.To cite this article:Michael McLennan.Managing Data within the HUBzero™ Platform.OMICS: A Journal of Integrative Biology.Apr 2011.247-249.http://doi.org/10.1089/omi.2011.0018Published in Volume: 15 Issue 4: April 8, 2011PDF download

Implementation of a Wiki-based Information and Communication System for Academia Europaea

In recent years, online collaboration tools such as wikis have experienced a tremendous expansion. Their success and popularity is due to their simple and efficient content creation facilities. Moreover, the formatting syntax is basically easy to learn allowing users to easily create and edit web content and thus share knowledge with each other. Despite these advantages, the content creation process is still obscure if authors belong to a computer inexperienced user group. In this paper we present our experiences, challenges, and problems with a specific application of a wiki-based system called the Academia Europaea Information and Communication System. Furthermore, key solutions for bypassing user interaction barriers are discussed throughout this paper.

Should I e-collaborate with this group? A multilevel model of usage intentions

The use of online collaboration tools for virtual teamwork has been studied extensively, but mainly at the individual-level. We decided to examine the effect of macro-level factors (i.e., team attributes) and applied hierarchical linear modeling analysis to a sample of data collected from 96 individuals nested in 34 virtual teams. Our results suggested that the development of behavioral e-collaboration intentions by individual virtual team members was affected by their perceptions about the system, as described by individual-level IT use theories, and macro-level factors pertaining to the team. The collaboration technology was perceived to be less useful when employed to communicate with social loafers; and collective social loafing negatively influenced the teams’ potency assessments. After controlling for individual-level perceptions of system usefulness, team potency augmented team members’ intentions to use the online collaboration technology with similar teams. It also improved team performance.

Betwixt and Between Collaborative Online Spaces: Editing and Publishing a Collection of Essays

For the past year, my co-editors and I collaborated online as we went through the workflow of editing a collection of essays on the topic of “Generation X” experiences of librarianship.1 While two of us live in the same region—the Southeast—we are separated by 283 miles. Driving six hours oneway to discuss editorial decisions that can be handled more efficiently, and on the cheap via free online collaboration tools was not an option. The fact that the third member of our editorial team lived 1,056 miles north was also a consideration. We discussed meeting at conference of the American Library Association, but schedules were tight and not everyone could attended the conference. To deal with these factors, we explored several online tools that could allow us to collaborate on our project and bring it to fruition: Wikispaces, Manymoon, Google Wave, DimDim, and Google Docs.

The benefits of integrated systems for managing both samples and experimental data: An opportunity for labs in universities and government research institutions to lead the way

Currently most biomedical labs in universities and government funded research institutions use paper lab notebooks for recording experimental data and spreadsheets for managing sample data. One consequence is that sample management and documenting experiments are viewed as separate and distinct activities, notwithstanding that samples and aliquots are an integral part of a majority of the experiments carried out by these labs.Various drivers are pushing labs towards integrated management of sample data and experimental data. These include the ever increasing amounts of both kinds of data, the increasing adoption of online collaborative tools, changing expectations about online communication, and the increasing affordability of electronic lab notebooks and sample management software. There is now an opportunity for smaller labs, which have been slow to move from paper to electronic record keeping, to leapfrog better resourced commercial labs and lead the way in adopting the new generation of tools which permit integrated management of samples and experimental data and a range of tangible benefits to conducting research, including:1. Fewer lost and mislabelled samples2. Clearer visualization of relationships between samples and experiments3. Reduction of experimental error4. More effective search5. Productivity gains6. More efficient use of freezers, leading to cost reduction and enhanced sustainability7. Improved archiving and enhanced memory at the lab and institutional levels

Identifying e-Learning Technologists

Education has seen big changes, many of which have been technology-driven: the rise of online collaboration tools, the expanding role of e-learning, sophisticated learning-management systems, and new communication tools. There has been a greater need for learning technologists to step in and help communities benefit from technology. The role of learning technologists is essential to integrate new technologies and education. This article provides an overview of the role of learning technologists as a professional group.

Management Insights

Management Insights

Human Factors for Capacity Building. Lessons learned from the OpenMRS Implementers Network

The overall objective of this project was to investigate ways to strengthen the OpenMRS community by (i) developing capacity and implementing a network focusing specifically on the needs of OpenMRS implementers, (ii) strengthening community-driven aspects of OpenMRS and providing a dedicated forum for implementation-specific issues, and; (iii) providing regional support for OpenMRS implementations as well as mentorship and training. The methods used included (i) face-to-face networking using meetings and workshops; (ii) online collaboration tools, peer support and mentorship programmes; (iii) capacity and community development programmes, and; (iv) community outreach programmes. The community-driven approach, combined with a few simple interventions, has been a key factor in the growth and success of the OpenMRS Implementers Network. It has contributed to implementations in at least twenty-three different countries using basic online tools; and provided mentorship and peer support through an annual meeting, workshops and an internship program. The OpenMRS Implementers Network has formed collaborations with several other open source networks and is evolving regional OpenMRS Centres of Excellence to provide localized support for OpenMRS development and implementation. These initiatives are increasing the range of functionality and sustainability of open source software in the health domain, resulting in improved adoption and enterprise-readiness. Social organization and capacity development activities are important in growing a successful community-driven open source software model.

Writing in a Multiliterate Flat World, Part I

Writing courses increasingly incorporate Internet and online learning activities as part of the syllabus and teaching materials. How does this change our teaching practices, and which free and collaborative online tools can be most appropriately applied in online and blended writing courses? This is the first part of a two-part article focused on freely available Web 2.0 tools and how they can promote collaboration in the context of social networking. Part I places writing in the context of new views of literacy due in part to revolutionary changes since the turn of the century in how content finds its way to the Internet. Web 2.0 and cloud computing have made it possible for writers to publish not only prose but a range of other media online without having to pass through traditional gate-keepers, and tools and mechanisms have evolved for networking communities of like-minded writers online. Among the many impacts of this development is the possibility now for student writers to write purposefully for worldwide audiences. Part I examines the production side of this dynamic, while Part II (to appear in the first issue of this journal in 2011) explains how the Internet resolves the marketing side of the role once played by traditional publishing and how writers and audiences can navigate the seemingly chaotic preponderance of content available online to find one another’s material and carry on conversations about it, thus providing truly authentic motivation for their writing.

The Viability of Google Wave as an Online Collaboration Tool

Collaboration is an increasingly important skill in academia. Not only are librarians expected to collaborate with one another within a single library, but there are also expectations of both intra...

Cohesion, Adhesion and Incoherence: Magazine Production with a Flickr Special Interest Group

Cohesion, Adhesion and Incoherence: Magazine Production with a Flickr Special Interest Group

How Do Future Nursing Educators Perceive Informatics? Advancing the Nursing Informatics Agenda through Dialogue

Informatics is a popular topic in literature, in media, and in education. However, nursing professionals and even nursing faculty may not have a clear understanding of informatics. The authors conducted a small simulation study to examine how nursing students enrolled in a doctor of philosophy program-future nursing educators-perceived informatics and its core elements. Using an online collaboration tool, the students were asked to create a plan for integrating informatics into a simulated undergraduate nursing program. The results of the study provide lessons for nursing professionals and educators. Students identified only a handful of competencies believed important by informatics initiatives led by the American Nurses Association and the Technology Informatics Guiding Education Reform. Although most students believed an undergraduate curriculum should teach computer skills, only a few participants identified information literacy skills, such as privacy and security of health information, as important for beginning nurses. Although limited, findings articulate the need for a universally accepted definition of informatics and a shared understanding of an informatics core curriculum.

Student perceptions of the impact of online discussion forum participation on learning outcomes

Choosing the “right” type of technology, either synchronous or asynchronous, to facilitate learning outcomes is a new challenge as the pace of emerging technologies increases and diversifies. Teachers are encouraged to design courses that require collaboration in online learning communities to facilitate the development of higher order thinking skills for life long learning. It is therefore important to gather evidence of the kinds of opportunities afforded to students and whether the students themselves endorse collaborative online tools as a legitimate method of assisting in their learning. This paper outlines the way in which one secondary school has used an online discussion forum to support students in the International Baccalaureate (IB) Diploma Program in enhancing research skills and skills for lifelong learning. The paper considers whether online collaborative tools are perceived by students as a positive way to improve learning outcomes.