Use Of Collaborative Technologies Research Articles

Adopting integrated project delivery (IPD) in oil and gas construction projects

This review explores the adoption of Integrated Project Delivery (IPD) in oil and gas construction projects, focusing on the potential benefits, challenges, and strategies for successful implementation. IPD is a collaborative project delivery method that brings together the owner, designer, contractor, and other key stakeholders early in the project lifecycle to optimize efficiency, reduce waste, and enhance communication. In the oil and gas sector, where projects are often complex, capital-intensive, and high-risk, adopting IPD can lead to significant improvements in project outcomes. The review highlights the core principles of IPD, including shared risk and reward, early involvement of key stakeholders, and the use of collaborative tools and technologies, such as Building Information Modeling (BIM). These elements of IPD can help to streamline decision-making processes, improve cost management, and reduce the likelihood of disputes. Furthermore, the integration of IPD with advanced technologies, such as digital twins and AI-driven analytics, can enhance real-time monitoring and predictive maintenance, leading to better project performance. However, the review also discusses the challenges of adopting IPD in the oil and gas industry, including resistance to change, the need for cultural shifts within organizations, and the complexity of aligning multiple parties with differing interests. It suggests strategies for overcoming these challenges, such as providing training on IPD principles, fostering a culture of collaboration, and developing clear contractual frameworks that support IPD objectives. The review concludes by emphasizing the potential of IPD to transform oil and gas construction projects, leading to more efficient, cost-effective, and sustainable project outcomes. It calls for industry-wide efforts to embrace IPD as a standard practice, supported by appropriate policies and guidelines that facilitate its adoption and implementation.

A Building Designed as a Catalyst for Project-Based Learning: A Case Study in America

Higher education must adapt to a rapidly changing landscape of industries and knowledge. A university developing a new campus aims to transform education by designing its first academic building to promote active collaboration, project-based learning (PBL), and industry-relevant experiences, focusing on a student-centric approach. A well-designed facility is seen as crucial for success. The Active Learning Classroom has shown to positively impact students' perceptions of an inspiring environment, enhancing participation and idea generation (Park & Choi, 2014). PBL effectively connects academic knowledge with workplace experience (Guo et al., 2020). A case study assessed the building's design for PBL during its first operational year. Findings evaluated the design's effectiveness and identified necessary changes. Both qualitative and quantitative data revealed limited use of collaborative spaces and technologies, as well as insufficient PBL integration in the curriculum. Recommendations include aligning faculty practices with program goals and engaging students more with available educational technologies in the learning spaces, both inside and outside the classroom.

Metaverse adoption for the teaching and learning of project management: an exploratory study of student use

The rapid adoption of collaboration technologies over the course of the COVID-19 pandemic, combined with the advancement, growth, and proliferation of metaverse technology capabilities, has created a heightened awareness and comfort with the use of advanced collaboration technologies for online and distance education. This paper presents an exploratory study of how metaverse technologies can be adopted for the teaching and learning of project management concepts and skills specifically, as metaverses have been identified as a legitimate tool for the support of virtual projects. As a part of this work, a task was designed and adopted in an undergraduate project management course. Study results related to the teaching and learning of project management as well as student perceptions of metaverse technology adoption show that students were able to work together in a metaverse environment and collaborate with one another to achieve group consensus on a task. Ultimately, the findings from this case can guide future adoptions of metaverse technologies both in and out of the classroom.

How Collaboration Technology Use Affects IT Project Team Creativity: Integrating Team Knowledge and Creative Synthesis Perspectives

Contemporary IT project teams engage in creative problem solving to address increasingly complex business problems, which highlights the need to promote IT project team creativity. Collaboration technologies are widely used in IT project teams, but little is known about what collaboration technology features can be used to improve IT project team creativity and the underlying influencing mechanisms. To address this important gap, the current study builds on the extended team knowledge framework to identify collaboration technology features and decodes their influencing mechanisms on IT project team creativity by drawing on the novel creative synthesis theory originating in the management literature to the IT project team context. We identify three sets of collaboration technology support features, that of awareness knowledge supports, long-term knowledge supports, and transitional knowledge supports, and posit that their use can improve IT project team creativity via facilitating the creative synthesis process which includes three sub-constructs of collective attention, similarity building, and enacting ideas. The research model is supported in general by empirical data collected through a multi-sourced survey of over 500 team members and their leaders from 62 IT project teams. Theoretical and practical implications are discussed.

Digital literacy, the use of collaborative technologies, and perceived social proximity in a hybrid work environment: Technology as a social binder

The post-pandemic era is paving the way for the sustainable implementation of a new way of working that combines remote and in-person work, called hybrid work, which is enabled by Information and Communication Technologies, or ICTs. The use of these technologies in a hybrid work environment increases the importance of digital literacy in maintaining communication and social interactions. This paper aims to examine the role of digital literacy (and particularly the technical, cognitive, and socio-emotional dimensions) in the use of collaborative technologies, as well as the effect of the use of these technologies on perceived social proximity in a hybrid work environment. Data were collected from 5141 public service workers in 2023. The hypotheses were tested using structural equation modelling. The technical dimension of digital literacy is associated with the use of collaborative technologies, though the cognitive and socio-emotional dimensions are not. The use of collaborative technologies is associated with perceived social proximity. The study's findings highlight the importance of technical digital literacy, as well as the positive effect of the use of collaborative technologies on perceived social proximity in the hybrid work environment.

METHODS FORORGANIZATION OFCONTEXTUALTRAININGOFFUTUREGEOGRAPHYTEACHERS

The study examines the issues of improving future geography teachers’ professional training through contextual learning; it emphasizes the practicality of conceptual changes in terms of the transition from post-industrial to information society and forced distance interaction. The purpose of the article is to study the features and determine the crucial principles, approaches, stages and technologies of organizing contextual learning for future geography teachers as an organic part of their professional training. Several research methods were used to achieve the goal, including the method of comparative, substantive and reflective analysis of primary sources, advanced domestic and foreign experience, modelling, systematization and concretization of known approaches in the organization of contextual learning of future geography teachers. As a result of the review of scientific literature, the presence of two concepts of contextual learning, which are used in foreign and domestic educational practice, has been revealed. The first model of Contextual Teaching and Learning proposes the involvement of students in the learning process using real, personally meaningful situations and contexts that reflect the application of knowledge and skills in everyday life. The second is A. Verbytskyi’s model of Symbolic-Contextual Learning focusing on the assimilation of the professional context by future specialists and presuming the introduction of study material to the scope of future professional activity. It has been pointed out that both models emphasize the importance of the context in the assimilation of effective knowledge and the formation of competence in their application in practice. While the Symbolic-Contextual Learning model is mostly focused on preparing for the future professional activity of a specialist with a higher education level, the Contextual Teaching and Learning one covers a wider application of contexts in the study process of educational institutions of various levels. The content and essence of subject and social contexts for future geography teachers and the ways of their creation in the process of bachelor’s professional training have been revealed. The principles and approaches which the technology of contextual learning in the higher pedagogical school is based on have been clarified; the stages (educational activities of the academic type, quasi-professional and study-professional activities), the leading models of contextual learning (semiotic, imitative and social ones), methods, forms and techniques that are most appropriate at each of the stages have been described. The educational and professional training program for bachelors in the speciality 014.07 Secondary education (Geography) at the Kryvyi Rih State Pedagogical University has been analysed; its meaningfulness, efficiency and effectiveness in achieving the program learning outcomes planned by the Standard have been emphasised. It has been claimed that the method of contextual learning is based on student-centred and competency-based approaches and includes: the problem-searching nature of students’ educational activities, the use of collaborative learning technologies, ICT and digital technologies, the involvement of external stakeholders, the creation of emotional and moral situations, and the introduction of practice-oriented and interdisciplinary approaches, reflective and analytical assessment. It has been concluded that the integration of traditional and innovative approaches, and the introduction of contextual learning will allow future geography teachers not only to deeper learn the theoretical aspects of geographical and pedagogical sciences but also to skilfully apply them in real life and professional situation.

Recommendations with Benefits: Exploring Explanations in Information Sharing Recommender Systems for Temporary Teams

Increased use of collaborative technologies and agile teamwork models has led to a greater need for temporary teams. Unfortunately, they lack the normal team formation processes that traditional teams use. Information sharing recommender systems can be used to share information about team members amongst the team; however, these systems rely on the team members themselves to disclose valuable information. While prior research has shown that an effective way to encourage user disclosure is through explanations to the user about what benefits they will gain from disclosure, the timing of such explanations has yet to be consideblack. In a between-subjects study with 150 participants, we assessed the content and timing of explanations on levels of disclosure in temporary teams. Our results indicate that providing benefit-related explanations during the time of disclosure can increase user disclosure, and providing benefit-related explanations during the recommendation process can increase user trust in the system. These results provide important design implications for teams and the HCI community.

Collaborative technologies and project performance in manufacturing in the industry 4.0 environment: Mediating effect of individual, organizational, sociotechnical factors

AbstractThe use of collaborative technologies (CT) in the industry 4.0 environment has become ubiquitous. While industry practitioners acknowledge the positive influence of CT on operations and projects of their organizations, yet there seem to be insufficient scholarly insights into the link between CT and project performance (PP). Hence, this study deploys the resource dependence theory to posit the influence of CT on PP, along with mediating roles of the individual factors (IF), organizational factors (OF), and sociotechnical factors (STF) in the above relationship. A set of hypotheses is developed and tested through cross‐sectional survey data collected from 392 employees in managerial and supervisory roles, in manufacturing organizations in the Kingdom of Saudi Arabia (KSA). The analysis conducted through structural equation modeling using SmartPLS indicates that CT positively influences PP. Moreover, the study found that IF, OF, and STF are all significant mediators in the relationships between CT and perceived project performance (PPP). This study contributes to the extant literature and industry practice by providing, nuanced insights into the role of pertinent mediators in the link between CT and PP.

Prediction Parameters for Mining Subsidence Based on Interferometric Synthetic Aperture Radar and Unmanned Aerial Vehicle Collaborative Monitoring

Coal mining induces surface subsidence, making rapid and precise monitoring of this subsidence a key area of current research. To address the limitations of D-InSAR technology in capturing large-gradient deformations in the central subsidence basin and the challenges facing UAVs in accurately monitoring small deformations at the basin’s edge, we propose a method for inverting the expected parameters of surface subsidence by synergistically integrating InSAR and UAV monitoring. We determined the cumulative subsidence of monitoring points along the dip and strike observation line of the Banji 110,801 working face between 10 April 2021 and 28 June 2022, employing D-InSAR and UAV techniques. By leveraging the complementary strengths of both monitoring techniques, we fused the two types of monitoring data and verified the error of the fusion data to be within 10 cm through leveling data verification. Simulation experiments utilizing the probability integration method and the Broyden–Fletcher–Goldfarb–Shanno (BFGS) optimization algorithm confirmed that the 10 cm data source error remains within the required limits for probability integration parameter inversion. Finally, the BFGS algorithm was employed to invert the parameters of the probability integration method based on the fusion data results. Subsequently, these inversion parameters were used to predict the subsidence at the monitoring point and were compared with the level measured data. The results demonstrate that the use of collaborative InSAR and UAV monitoring technology for inverting the expected parameters of surface subsidence in the mining area yields superior results, aligning with the actual patterns of ground surface movement and deformation. This study addresses the global need for unmanned monitoring of mining-related subsidence. It employs InSAR and UAV technologies in a synergistic approach to monitor surface subsidence in mining regions. This approach harnesses the strengths of multiple data sources and presents a novel concept for the unmanned monitoring of surface subsidence in mining areas, contributing to environmental protection efforts.

Teams in the Digital Workplace: Technology’s Role for Communication, Collaboration, and Performance

This paper addresses the need for theoretical advancements in understanding team processes and the impact of technology on teams. Specifically, it examines the use of digital collaboration technologies by organizational teams and their effect on team communication and collaboration. Using the concept of affordances as a theoretical lens, the paper explores the potential relationships between technology affordances and essential team processes. It also provides an agenda for future research on social technologies and teams as well as novel methodological approaches for better understanding the ways in which digital technologies are affecting team processes and performance in the workplace.

Transforming Education: A Comprehensive Review of Generative Artificial Intelligence in Educational Settings through Bibliometric and Content Analysis

In the ever-evolving era of technological advancements, generative artificial intelligence (GAI) emerges as a transformative force, revolutionizing education. This review paper, guided by the PRISMA framework, presents a comprehensive analysis of GAI in education, synthesizing key insights from a selection of 207 research papers to identify research gaps and future directions in the field. This study begins with a content analysis that explores GAI’s transformative impact in specific educational domains, including medical education and engineering education. The versatile applications of GAI encompass assessment, personalized learning support, and intelligent tutoring systems. Ethical considerations, interdisciplinary collaboration, and responsible technology use are highlighted, emphasizing the need for transparent GAI models and addressing biases. Subsequently, a bibliometric analysis of GAI in education is conducted, examining prominent AI tools, research focus, geographic distribution, and interdisciplinary collaboration. ChatGPT emerges as a dominant GAI tool, and the analysis reveals significant and exponential growth in GAI research in 2023. Moreover, this paper identifies promising future research directions, such as GAI-enhanced curriculum design and longitudinal studies tracking its long-term impact on learning outcomes. These findings provide a comprehensive understanding of GAI’s potential in reshaping education and offer valuable insights to researchers, educators, and policymakers interested in the intersection of GAI and education.

Revisiting the effects of social networks on enterprise collaboration technology use: A fuzzy-set qualitative comparative analysis approach

Enterprise collaboration technologies (ECTs) are increasingly recognized for supporting effective and efficient digital collaboration, such as decision-making activities, among employees. Given the social and collaborative nature of ECT use, social network theory offers important and helpful insights into how and why employees' social network relations facilitate their ECT use. However, existing research primarily examines the effects of a single social network relation or several social network relations separately, without applying a holistic approach to investigate the joint effect of multiple social network relations on ECT use. Drawing on a novel technique of fuzzy-set qualitative comparative analysis (fsQCA) and social network analysis, this study explores how multiple social network relations (i.e., advice, friendship, and communication) collectively influence ECT use. Using multi-source data from 178 employees in the human resources department of a global technology company, we identify several configurations of multiple social network relations associated with high ECT use and low ECT use. Our findings indicate that a single social network relation is insufficient to explain ECT use and should be considered alongside other social network relations. Overall, this study provides an integrative framework to unpack the complex and contingent effects of multiple social network relations on ECT use.

Interactive Communication and Marketing Performance of Micro and Small Enterprises within Nyanza Region, Kenya

To address the ever-changing needs of the clients, MSEs have to potentiate their one-to-one interaction with their customers as a cornerstone for their marketing performance. This is because interactive marketing courtesy of interactive communication makes a real effort to reach customers and understand their needs and preferences leading to high levels of marketing performance. However, the use of collaborative technologies for interactive communication amongst MSEs in Kenya remains a challenge. Therefore, the purpose of this study was to establish the influence of interactive communication on the marketing performance of micro and small enterprises within Nyanza region, Kenya. Theory of relational market behaviour and a cross-sectional survey research design was adopted with a target population of 3,211 registered MSE owners in the Nyanza out of which sample size of 356 was selected using Yamanes (1967) formula. Data was collected using questionnaires and analyzed using descriptive statistics and inferential statistics using SPSS version 25.0. From findings intercreative communication explained 30.7 percent variation on marketing performance. A coefficient of .319 indicated that a unit change in interactive communication leads to .319 units of positive change in marketing performance. In conclusion interactive communication significantly predicts marketing performance at thus the rejection of the null hypothesis. There is need for MSEs to strengthen their interactive communication platforms for consumers to voice their requirements, perspectives, or opinions and support information exchange. They should also develop methods for collecting input from customers. The report also suggests that when dealing with consumers, MSEs should use positive language, be concise and clear, and personalize their interactions. Thus, it mandates the MSEs to scan the marketing environment for opportunities and align their capabilities of interactive marketing communications with the changes in the customer preferences for maximal output. The finding of this study can help major stakeholders in the MSE sector to strengthen interactive marketing communications for marketing performance.

Students’ experiences in relation to the use of online learning and collaborative technologies during COVID-19 outbreak in South African Universities

Students’ experiences in relation to the use of online learning and collaborative technologies during COVID-19 outbreak in South African Universities

Use and Reuse of Collaboration and Communication Technologies in Projects

Use of technology and more recently reuse of technology have received a great deal of attention in Information Technology research. However, students’ use and reuse of technology have received little attention. The purpose of this research is to examine if students working in a team will use the same technology with which they have experience and reuse it again. Also, the purpose of this research is to examine the reasons for reusing technology. The Technology Continuance Theory (Liao et al., 2009) is used in this research as an explanatory theory for the reuse of collaboration and communication technologies in teamwork. The findings support experience with a technology as the main driver of reuse of the same technology. The findings also suggest perception of technology usefulness as the main reasons for reuse.

Advancement of Collaborative Technologies in Health and Wellness

Abstract The emergence of digital solutions such as collaborative technologies have presented prominent positive aspects of how these digital innovations can lead to an improved integration of care by means of information channels and deliver healthcare that is more effective, efficient, targeted and person-centred and also reduce errors and the length of hospitalization in the health facilities. Aim: To assess the advancement of collaborative technologies in health and wellness in the St. Patrick’s Hospital at Offinso, in the Offinso South Municipality of Ashanti region of Ghana. Methodology: The study is a descriptive study and it employed a quantitative approach using semi-structured questionnaire designed using google form to collect the data online. The research population for this study consists of staff from the various departments at the hospital comprising the managers, heads of department and health professionals (end users) which included doctors, pharmacist, records officers, laboratory technicians, administrative and IT staff and all others who used the system in the health facility. Result: The study revealed that there is high cost of acquisition of collaborative technologies especially at the initial stage. Also, the study results show that unwillingness of team members to collaborate is a challenge to the use of collaborative technologies. Conclusion: The expectation of Collaborative technologies at St. Patrick’s Hospital have been met and the use of collaborative technologies has been very beneficial to the staff especially those who use them often.

Advantages of cooperative methods in teaching professionally-oriented foreign languages to students of technical universities

The major cause of the given study is the urgent necessity to develop effective information and communication technologies to employ in teaching professionally-oriented foreign language to students of technical universities. The digital transformation in teaching practices makes both educators and theorists search for new teaching methods and technologies. Collaborative learning or leaning in cooperation is an advanced educational approach that aims to facilitate students learning. This study is focused on describing theoretical foundations, analyzing practical application, and examining advantages of collaborative learning technologies in comparison with traditional ones. The paper defines the concept, main principles, and implementation stages of this method, as well as advantages and potential of collaborative learning. We have revealed that collaborative learning greatly contributes to an increase of the language proficiency level and to the development of professional communicative competence in foreign languages. The study was carried out using a wide array of theoretical methods, including investigation, description, review and analysis of literature in the field of teaching foreign languages to students of technical universities. The findings of our study might be useful for both education theorists and practitioners who are interested in cooperative methods and their usage as classroom activities. To further our research, we intend to analyze the use of collaborative learning technology, expand its possibilities and enhance the efficiency of its application in teaching foreign languages at technical universities.

Development of a multi-view and geo-event-driven real-time collaborative GIS

ABSTRACT Supporting distributed real-time collaborative work has become an important development trend in GIS. It enables group users to cooperate and improve the use of scientific data and collaboration technologies. Real-time collaborative GIS (RCGIS) provides a platform for supporting synchronous collaboration using geospatial data in various forms. Traditional RCGIS generally works on a single map view, which has the disadvantage of collaborative interface confusion. The traditional system-driven mechanism of RCGIS is a computer-interaction event that has the disadvantage of an unfriendly collaborative perception. This paper presents a design and prototype of a RCGIS based on multi-view and geo-event driven mechanisms. The geo-event-driven mechanism provides users with a smoother collaborative perception and interactions that are more natural and friendly. The collaboration process for a GIS that is driven by geo-events is also discussed. A multi-view technique is used to make real-time GIS collaboration more orderly. The paper also proposes a synchronization strategy for public–private views. Finally, walk-through examples are used to demonstrate the use of RCGIS within a web environment.

Processes of Proliferation

While scalability and growth are key concerns for mainstream, venture-backed digital platforms, local and location-oriented collaborative economies are diverse in their approaches to evolving and achieving social change. Their aims and tactics differ when it comes to broadening their activities across contexts, spreading their concept, or seeking to make a bigger impact by promoting co-operation. This paper draws on three pairs of European, community-centred initiatives which reveal alternative views on scale, growth, and impact. We argue thatproliferation -- a concept that emphasises how something gets started and then travels in perhaps unexpected ways -- offers an alternative toscaling, which we understand as the use of digital networks in a monocultural way to capture an ever-growing number of participants. Considering proliferation is, thus, a way to reorient and enrich discussions on impact, ambitions, modes of organising, and the use of collaborative technologies. In illustrating how these aspects relate inprocesses of proliferation, we offer CSCW an alternative vision of technology use and development that can help us make sense of the impact of sharing and collaborative economies, and design socio-technical infrastructures to support their flourishing.

APPLICATION OF COLLABARATIVE LEARNING TECHNOLOGY IN THE DEVELOPMENT OF CREATIVE ABILITIES OF PUPILS IN BIOLOGY LESSONS

This article describes the concept, specifics, benefits of collaborative learning technology, the technological process of group work and pupils’ thinking. The purpose of the article is to study the use of collaborative learning technology for the development of pupils' creativity in biology lessons. The main methods of the study are the analysis of the works of domestic and foreign scientists, scientific literature for group work aimed at developing the creative abilities of pupils. In the course of writing the article are studied and explained the processes of collaborative learning technology, the specifics of the organization of group work, the basic ideas of joint training, the thinking abilities of people, the process of creative thinking, the types of group work used in biology classes.In addition to solving cognitive and creative goals, collaborative learning provides for solving psychological and social problems, a culture of communication is formed during the task. The main idea of collaborative learning technology is to create conditions for active learning activities of pupils in different learning situations.