Web-based Collaborative System Research Articles

The Collaboverse: A Collaborative Data-Sharing and Speech Analysis Platform.

Collaboration in the field of speech-language pathology occurs across a variety of digital devices and can entail the usage of multiple software tools, systems, file formats, and even programming languages. Unfortunately, gaps between the laboratory, clinic, and classroom can emerge in part because of siloing of data and workflows, as well as the digital divide between users. The purpose of this tutorial is to present the Collaboverse, a web-based collaborative system that unifies these domains, and describe the application of this tool to common tasks in speech-language pathology. In addition, we demonstrate its utility in machine learning (ML) applications. This tutorial outlines key concepts in the digital divide, data management, distributed computing, and ML. It introduces the Collaboverse workspace for researchers, clinicians, and educators in speech-language pathology who wish to improve their collaborative network and leverage advanced computation abilities. It also details an ML approach to prosodic analysis. The Collaboverse shows promise in narrowing the digital divide and is capable of generating clinically relevant data, specifically in the area of prosody, whose computational complexity has limited widespread analysis in research and clinic alike. In addition, it includes an augmentative and alternative communication app allowing visual, nontextual communication.

Unveiling the nexus between quality and student engagement in web-based collaborative learning systems

Unveiling the nexus between quality and student engagement in web-based collaborative learning systems

Modeling of web-based collaborative learning management system

The challenges faced by most learning management systems (LMS) can be classified into two main areas: pedagogical and technical issues. A comprehensive exploration of these interrelated challenges provides valuable insights for developing a new and more effective model for LMS. In this paper, a novel conceptual model for a web-based collaborative LMS is introduced, merging two distinct learning theories: behaviorism and social constructivism. Through an analysis of the strengths and limitations of each theory, the study moves on to outline the fundamental principles and technical features of the proposed LMS model, which stems from this integration. In conclusion, the paper explores the implications of creating user-centered LMS solutions, with a specific focus on addressing the varied requirements of learners.

Semantic web-based collaborative design system in cloud computing environment

Semantic web-based collaborative design system in cloud computing environment

A Web-Based Parent-Teacher Collaborative System for Monitoring Students’ Academic Performances in Nigerian Schools

A Web-Based Parent-Teacher Collaborative System for Monitoring Students’ Academic Performances in Nigerian Schools

Does sociability quality of web-based collaborative learning information system influence students\u2019 satisfaction and system usage?

The use of collaborative learning technologies is a stimulating element of collaborative learning process, where social interaction and collaboration are key factors. This research examines the impact of sociability quality on the usage of web-based collaborative learning information system (WBCLIS) and user satisfaction. We propose a theoretical model by integrating the construct of ‘sociability quality’ in the DeLone and McLean’s (Journal of Management Information Systems 19:9–30, 2003) updated information system success model. Proposed theoretical model was empirically validated, in a service-learning course with undergraduate students, where data was collected using an online questionnaire and evaluated through partial least square, structural equation modelling (PLS-SEM) statistical approach. Results suggest that, sociability quality has a direct positive impact on the system use and overall user satisfaction, along with a strong indirect impact on the net benefits of the WBCLIS. Findings also confirmed that, system use and user satisfaction are strong predictors of the net benefits. These results about sociability quality, contribute significantly in the domain of IS success literature, by identifying a novel and critical IS success dimension. Further, theoretical contribution in the context of sociability quality for IS success, and practical implications entailing the use of WBCLIS in the domain of service learning are also discussed.

Donor referral from outside the intensive care unit: A multidisciplinary cooperation model using communication apps and redefining refereal criteria

ObjectiveWe evaluate the impact of a web-based collaborative system on the referral of possible organ donors from outside of the intensive care unit (ICU). Study designCohort prospective study. SettingsUniversity hospital. Patients and interventionIn 2015 a virtual collaborative system using a cross-platform instant messaging application replaced the previous 2014 protocol for the referral of patients outside of the ICU with a severe brain injury in whom all treatment options were deemed futile by the attending team to the donor coordination (DC). Once the DC evaluated the medical suitability and likelihood of progression to brain death (BD), the option of intensive care to facilitate organ donation (ICOD) was offered to the patient's relatives. This included admission to the ICU and elective non-therapeutic ventilation (ENTV), where appropriate. ResultsA two-fold increase of referrals was noted in 2015 [n=46/74; (62%)] compared to 2014 [n=13/40; (32%)]; p<0.05. Patients were mostly referred from the stroke unit (58.6%) in 2015 and from the emergency department (69.2%) in 2014 (p<0.01). Twenty (2015: 42.5%) and 4 (2014: 30.7%) patients were discarded as donors mostly due to medical unsuitability. Family accepted donation in 16 (2015: 62%) and 6 (2014: 66%) cases, all admitted to the ICU and 10 (2015: 62.5%) and 3 (50%) being subject to ENTV. Ten (2015: 66.6%) and 5 (2014: 83.3%) patients progressed to BD, 60.5±20.2 and 44.4±12.2h after referral respectively. Nine (2015) and 4 (2014) of these patients became utilized donors, representing 29.0% (2015) and 13.0% (2014) of the BD donors in the hospital during the study period (p<0.05). ConclusionThe implementation of a virtual community doubled the number of patients whose families were presented with the option of donation prior to their death.

A web-based collaborative reading annotation system with gamification mechanisms to improve reading performance

This study presents a web-based collaborative reading annotation system (WCRAS) with gamification mechanisms to motivate students' annotations behaviors and promote students' reading comprehension performance. The research participants were 55 fifth grade students from two classes of an elementary school in northeastern Taiwan. A quasi-experimental design was adopted to evaluate the effects of the experimental and control groups respectively using WCRAS with and without gamification mechanisms to support digital reading on students' annotation behaviors, collaborative interaction relationship, reading comprehension performance, and immersion experience. The results showed that the experimental group made significantly more annotations across almost all types of reading annotations and response annotations and had a significantly higher degree of immersive experience and social interaction than the control group. However, the difference in reading comprehension performance between the two groups has not been found. In addition, although the experimental group provided more amounts of high-quality annotations, the group did not generate more quantity of annotations related to reading comprehension aspects assessed by PIRLS. These research findings indicate that a gap between the promotion of the quantity and quality of participation and learning outcomes exists. This study is significant to address the need that designs the gamification mechanisms to encourage high-quality annotations that can effectively enhance students’ reading comprehension. To better associate game features and learning performance in the WCRAS with gamification mechanisms, future studies are suggested to promote both annotation quality and connection between reading achievement and gamification mechanisms.

An Analytic Approach to Understanding Process Dynamics in Geodesign Studies

Recent advances in planning support technologies has enabled interactive collaboration in design processes by multiple stakeholder groups. The available technologies collect and store information on both the evolution of design alternatives and the interactions of participants involved in the design process. However, making sense of available process log-data is still a challenge. This study focuses on process analytics in geodesign studies, where iterative collaboration between stakeholders generates design alternatives and consensus by negotiation. Early findings demonstrate how geodesign process analytics makes it possible to gain insights both in recurrent patterns in participant behavior and in the evolution of the design. The approach, based on the enhanced adaptive structuration theory framework, has been tested using data collected by the Geodesignhub web-based collaborative planning support systems in the Cagliari (Italy) geodesign study.

Google Drive: A Boon for Developing a Web-based Collaborating Working Culture in Libraries

The technological revolution in information and communication has created new avenues for libraries to deliver library services and information resources to end users. This study elucidates how library and information science professionals (LISP) use information and communication technology (ICT) tools in communicating, storing, and managing library data and convert the information for enhancing the quality of library services and developing a web-based collaborative system culture in libraries. The study provides a practical approach to using Google Drive and has created a web-based collaborative working culture for libraries. Revolutionary technological tools and applications are helping to create/develop easy-to-use platforms that allow professionals and end users to collaborate in both synchronized and non-synchronized modes.

Effects of web-based versus classroom-based STEM learning environments on the development of collaborative problem-solving skills in junior high school students

Collaborative problem-solving skills are one of the key competencies required in the twenty-first century. In this study, researchers attempted to compare the effectiveness of web-based collaborative problem-solving systems (wCPSS) and classroom-based collaborative hands-on learning activities (cCHLA) in the development of collaborative problem-solving skills in junior high school students who were learning science, technology, engineering, and mathematics (STEM)-related subjects. A quasi-experimental, nonequivalent pretest–posttest control group design was employed, and 241 junior high school students were invited to participate in the study. According to the results, a wCPSS-supported environment with teacher guidance was found to be more effective than either a wCPSS-supported environment without teacher guidance or a cCHLA-facilitated environment in developing students’ collaborative problem-solving skills in STEM fields. The study suggested that a web-based collaborative problem-solving system with teacher guidance can be used in developing junior high students’ collaborative problem-solving skills in STEM education.

Web-Based Collaborative Systems and Harvesting the Collective Intelligence in Business Organizations

The major purpose of this article is to empirically explore the role of web-based collaborative systems in harvesting the dimensions of collective intelligence and the expected outcomes. A questionnaire survey was developed to collect data from 29 firms across all industries with a sample of 239 respondents. Structural Equation Modeling, using Smart PLS was conducted to analyze the data. The results indicated that web-based collaborative systems play a significant role in harvesting the dimensions of collective intelligence, including collective cognition, shared memory, collective problem solving, knowledge sharing, and collective learning. The results also revealed the significant impact of web-based collective intelligence on the sense and response capability and on the quality and morality of organizations' decisions. In addition, the article reveals the significant impacts of BI tools and relationship quality on the role of web-based CI in achieving the expected outcomes.

MASTR-MS: a web-based collaborative laboratory information management system (LIMS) for metabolomics

BackgroundAn increasing number of research laboratories and core analytical facilities around the world are developing high throughput metabolomic analytical and data processing pipelines that are capable of handling hundreds to thousands of individual samples per year, often over multiple projects, collaborations and sample types. At present, there are no Laboratory Information Management Systems (LIMS) that are specifically tailored for metabolomics laboratories that are capable of tracking samples and associated metadata from the beginning to the end of an experiment, including data processing and archiving, and which are also suitable for use in large institutional core facilities or multi-laboratory consortia as well as single laboratory environments.Results Here we present MASTR-MS, a downloadable and installable LIMS solution that can be deployed either within a single laboratory or used to link workflows across a multisite network. It comprises a Node Management System that can be used to link and manage projects across one or multiple collaborating laboratories; a User Management System which defines different user groups and privileges of users; a Quote Management System where client quotes are managed; a Project Management System in which metadata is stored and all aspects of project management, including experimental setup, sample tracking and instrument analysis, are defined, and a Data Management System that allows the automatic capture and storage of raw and processed data from the analytical instruments to the LIMS.ConclusionMASTR-MS is a comprehensive LIMS solution specifically designed for metabolomics. It captures the entire lifecycle of a sample starting from project and experiment design to sample analysis, data capture and storage. It acts as an electronic notebook, facilitating project management within a single laboratory or a multi-node collaborative environment. This software is being developed in close consultation with members of the metabolomics research community. It is freely available under the GNU GPL v3 licence and can be accessed from, https://muccg.github.io/mastr-ms/.

Web-based Collaboration Systems for Structural Design: A Review

In a construction project, collaboration amongst the project participants is a critical factor for high-quality results and successful completion of the project. Owing to the advance of information technologies, web-based systems have become more common in the construction industry, but research and development has been made for only limited areas. For organized and systematic collaboration in various fields, collaboration systems have to be developed in a holistic manner based on diverse needs from the whole construction industry. This study aims to investigate the current status of web-based collaboration systems from structural engineers' perspectives and propose an improvement plan. For a systematic analysis of selected cases, we apply a classification of three developmental stages depending on interoperability and organizational levels: structural design and analysis, collaborative design, and integrated design management. Thereafter, the characteristics of each stage are extracted and comparatively analyzed. Lastly, three functional factors were proposed for the improvement of web-based collaboration systems for structural design.

Web-Based Collaborative Learning System and Its Key Techniques

Web-Based Collaborative Learning System and Its Key Techniques

Enhancement of digital reading performance by using a novel web-based collaborative reading annotation system with two quality annotation filtering mechanisms

Collaboratively annotating digital texts allows learners to add valued information, share ideas, and create knowledge. However, excessive annotations and poor-quality annotations in a digital text may cause information overload and divert attention from the main content. The increased cognitive load ultimately reduces the effectiveness of collaborative annotations in promoting reading comprehension. Thus, this work develops a web-based collaborative reading annotation system (WCRAS-TQAFM) with two quality annotation filtering mechanisms-high-grade and master annotation filters-to promote the reading performance of learners. Ninety-seven students from three classes of a senior high school in Taiwan were invited to participate in an 80-min?reading activity in which individual readers use WCRAS with or without annotation filters. Analytical results indicate that digital reading performance is significantly better in readers who use the high-grade annotation filter compared to those who read all annotations. Moreover, the high-grade annotation filter can enhance the reading comprehension of learners in all considered question types (i.e., recall, main idea, inference, and application). Also, the Cohen's kappa statistics was used for assessing whether the annotation selected by the high-grade annotation filter is in agreement with the annotations selected by a domain expert. The statistic results indicate that the proposed high-grade annotation filter is valid to some degree. Finally, neither of the proposed quality annotation filtering approaches significantly reduces cognitive load. Proposing high-grade and master annotation filtering schemes for annotation systems.Reviewing annotation frequency is an effective means of identifying high-quality annotations.High-grade annotation filtering can improve reading comprehension.High-grade annotation filtering is recommended to identify quality annotations.Quality annotation filtering schemes do not significantly reduce cognitive load.

Enhancing skill in constructing scientific explanations using a structured argumentation scaffold in scientific inquiry

Constructing scientific explanations is necessary for students to engage in scientific inquiry. The purpose of this study is to investigate the influence of using a structured argumentation scaffold to enhance skill in constructing scientific explanations in the process of scientific inquiry. The proposed approach is designed to scaffold the following aspects of argumentation: the argumentation process, the explanation structuring, explanation construction, and explanation evaluation. A quasi-experiment was conducted to examine the effectiveness of the structured argumentation scaffold in developing skill in constructing scientific explanations and engaging in electronic dialogues. A web-based collaborative synchronous inquiry system, ASIS (Argumentative Scientific Inquiry System), was utilized to support students as they worked in groups to carry out inquiry tasks. Two intact sixth grade classes (n = 50) participated in the study. The data show that the ASIS with the structured argumentation scaffold helped students significantly improve their skills in constructing scientific explanations, make more dialogue moves for explanation and query, and use more of all four argument components. In addition, the use of warrants, one of the components of an argument, was found to be a critical variable in predicting students' competence with regard to constructing scientific explanations. The results provide references for further research and system development with regard to facilitating students' construction of scientific argumentation and explanations.

Proposal of a Web-based Collaborative System to Support Student's Homework

The authors propose a web-based system to support students' homework, and letting their parents have access to it. From the teacher's point of view, the authors believe that one of the major advantages of their system is time saving. Like other systems available, this system gathers statistical data concerning different groups of students selected by the teacher. From these data on, the teacher can easily see where students are having problems and decide what to do next. From the student's point of view, the authors elected as main advantages of this system the prompt feedback about the exercises correctness, added to the training with different exercises sets about the same subject, besides the utilization of video, color, sound, etc., that positively reinforce child's senses. Their previous results show that students prefer to solve exercises in digital form, rather than exercises in paper form, also showing a more positive attitude towards the former. Also, the authors have seen that the use of computers has enabled the development of tactile sensitivity and motor coordination in children with special education needs.

Collab-Analyzer: An environment for conducting web-based collaborative learning activities and analyzing students’ information-searching behaviors

&lt;p class="abstract"&gt;Researchers have found that students might get lost or feel frustrated while searching for information on the Internet to deal with complex problems without real-time guidance or supports. To address this issue, a web-based collaborative learning system, Collab-Analyzer, is proposed in this paper. It is not only equipped with a collaborative mechanism for helping group members solve problems on the web, but also facilitates teachers and researchers in analyzing students’ collaborative information-searching behaviors and performance by providing eighteen quantitative indices. To examine the effectiveness of the proposed learning system, a total of 224 university students and 16 teachers participated in an experiment, in which a web-based problem-solving activity for a social studies course was conducted. The experimental results show that the teachers gave positive evaluations of Collab-Analyzer in terms of promoting students' web-based problem-solving ability and information searching skills. Moreover, the students showed high agreement with both the usefulness and ease of use of the system. The research findings also show that high interactive type students have more significant learning performance than moderate and low interactive students. Finally, implications and suggestions for how to accommodate the needs of students after adopting the proposed Collab-Analyzer system are given.&lt;/p&gt;

Developing a virtual collaborative to facilitate palliative care and quality improvement learning in oncology.

252 Background: Despite a strong evidence base and increasing calls for integration, oncologists find it difficult to deliver primary palliative care concurrent with standard oncology care. Solutions that promote practical integration of palliative care in oncology are needed. In an AHRQ-funded pilot, ASCO and the American Academy of Hospice and Palliative Medicine are developing the Virtual Learning Collaborative (VLC) to develop and test a scalable model for quality improvement and dissemination of best practices in palliative care within the oncology setting. Methods: The VLC will be a web-based learning and collaboration system built upon existing ASCO technology resources. We will select at least 25 oncology practices to participate in regular, facilitated learning sessions, collaborative discussions, and sharing of best practices. The VLC will equip each practice with the knowledge, tools, and coaching to select, test, and adopt a quality improvement intervention relevant to their own palliative care needs. Development of the VLC is ongoing; oncology practices begin participation in Spring 2014. Results: We will assess the VLC using protocol-driven evaluation methods common to technology development, quality improvement, implementation science, and educational initiatives. VLC usability, feasibility, and acceptability will be assessed through surveys of participating practices and focus groups. Longitudinal changes in conformance to palliative care metrics will be assessed using ASCO’s Quality Oncology Practice Initiative (QOPI) system. We will use mixed qualitative and quantitative evaluation methods to assess ongoing changes in clinician knowledge and self-efficacy in applying palliative care principles. Conclusions: We aim to develop and test a novel method for facilitating quality improvement and palliative care learning in oncology. Through this pilot, we will refine the VLC for implementation in the greater oncology community. Ultimately, this effort supports other ASCO and AAHPM quality improvement initiatives focused on clinician education and dissemination of best practices.