Visualization of interactions in an online collaboration environment

2005 ◽  
Author(s):  
R.P. Biuk-Aghai
Keyword(s):  
Online Collaboration ◽  
Collaboration Environment

The Effect of Online Collaboration Environment on Prospective Teachers’ Attitude and the Evaluation of Their Opinions

2013 ◽  
pp. 154-161
Author(s):  
Nesrin Özsoy ◽  
Serife Ak ◽  
Deniz Özen ◽  
Yusuf Yilmaz
Keyword(s):  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Secondary Mathematics ◽  
Online Collaboration ◽  
Test Model ◽  
Teaching Techniques ◽  
Collaboration Environment ◽  
Post Test ◽  
Use Of The Internet ◽  
Teachers Attitudes

This study examines the use of Moodle assisted online collaboration environment in a Special Teaching Techniques class. In this paper, the authors investigate the effect of Moodle assisted online collaboration on prospective secondary mathematics teachers’ attitudes toward the use of the Internet and evaluate the prospective teachers’ opinions regarding the process. The method of this study is one grouped pre-test post-test model. The 30 participants of secondary mathematics education without thesis program are the study group of this research. The special mathematics teaching techniques class supported lessons with the help of the Moodle environment for 9 weeks. After the process, no significant difference existed in the attitudes of the prospective mathematics teachers toward Internet usage. However, according to the interviews, the teachers said they found the process advantageous and favorable and want further implementations in other classes.

The Effect of Online Collaboration Environment on Prospective Teachers’ Attitude and the Evaluation of Their Opinions

2011 ◽  
Vol 3 (1) ◽  
pp. 38-46
Author(s):  
Nesrin Özsoy ◽  
Serife Ak ◽  
Deniz Özen ◽  
Yusuf Yilmaz
Keyword(s):  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Secondary Mathematics ◽  
Online Collaboration ◽  
Test Model ◽  
Teaching Techniques ◽  
Collaboration Environment ◽  
Significant Difference ◽  
Post Test ◽  
Teachers Attitudes

This study examines the use of Moodle assisted online collaboration environment in a Special Teaching Techniques class. In this paper, the authors investigate the effect of Moodle assisted online collaboration on prospective secondary mathematics teachers’ attitudes toward the use of the Internet and evaluate the prospective teachers’ opinions regarding the process. The method of this study is one grouped pre-test post-test model. The 30 participants of secondary mathematics education without thesis program are the study group of this research. The special mathematics teaching techniques class supported lessons with the help of the Moodle environment for 9 weeks. After the process, no significant difference existed in the attitudes of the prospective mathematics teachers toward Internet usage. However, according to the interviews, the teachers said they found the process advantageous and favorable and want further implementations in other classes.

scholarly journals Online collaboration and identity work in a brony fandom: Constructing a dialogic space in a fan translation project

2021 ◽  
pp. 204275302098892
Author(s):  
Liudmila Shafirova ◽  
Kristiina Kumpulainen
Keyword(s):  
Participant Observation ◽  
Collaborative Writing ◽  
Online Collaboration ◽  
Identity Work ◽  
Ethnographic Case Study ◽  
Internet Users ◽  
Affinity Groups ◽  
My Little Pony ◽  
Dialogic Space

Online collaboration has become a regular practice for many Internet users, reflecting the emergence of new participatory cultures in the virtual world. However, little is yet known about the processes and conditions for online collaboration in informally formed writing spaces and how these create opportunities for participants’ identity work. This ethnographic case study explores how four young adults, fans of the show My Little Pony: Friendship is Magic (bronies), negotiated a dialogic space for their online collaboration on a fan translation project and how this created opportunities for their identity work. After a year of participant observation, we collected interviews, ethnographic diaries and participants’ chats, which were analysed with qualitative content and discourse analysis methods. The findings showed how the Etherpad online writing platform used by the participants facilitated the construction of dialogic space through the visualization of a shared artefact and adjustable features. It was in this dialogic space where the participants negotiated their expert identities which furthered their discussions about writing, translating and technological innovations. The study advances present-day knowledge about online collaboration in affinity groups, engendering the construction of a dialogic space for collaborative writing and participants’ identity work.

scholarly journals Promoting regulation of equal participation in online collaboration by combining a group awareness tool and adaptive prompts. But does it even matter?

2021 ◽  
Author(s):  
Sebastian Strauß ◽  
Nikol Rummel
Keyword(s):  
Collaborative Learning ◽  
Online Collaboration ◽  
Online Course ◽  
Group Awareness ◽  
Web Based ◽  
Equal Distribution ◽  
Action Sequences ◽  
Awareness Tool ◽  
University Level ◽  
Additional Support

AbstractUnequal participation poses a challenge to collaborative learning because it reduces opportunities for fruitful collaboration among learners and affects learners’ satisfaction. Social group awareness tools can display information on the distribution of participation and thus encourage groups to regulate the distribution of participation. However, some groups might require additional explicit support to leverage the information from such a tool. Therefore, this study investigated the effect of combining a group awareness tool and adaptive collaboration prompts on the distribution of participation during web-based collaboration. In this field experiment, students in a university level online course collaborated twice for two-weeks (16 groups in the first task; 13 groups in the second task) and either received only a group awareness tool, a combination of a group awareness tool and adaptive collaboration prompts, or no additional support. Our results showed that students were more satisfied when the participation in their group was more evenly distributed. However, we only found tentative support that the collaboration support helped groups achieve equal participation. Students reported rarely using the support for shared regulation of participation. Sequence alignment and clustering of action sequences revealed that groups who initiated the collaboration early, coordinated before solving the problem and interacted continuously tended to achieve an equal distribution of participation and were more satisfied with the collaboration. Against the background of our results, we identify potential ways to improve group awareness tools for supporting groups in their regulation of participation, and discuss the premise of equal participation during collaborative learning.

Boundary spanning tactics and “traceable” connections in cross-organizational virtual alliances

2014 ◽  
Vol 27 (2) ◽  
pp. 197-227 ◽  
Author(s):  
Demosthenes Akoumianakis
Keyword(s):  
Boundary Spanning ◽  
Online Collaboration ◽  
Knowledge Visualization ◽  
Content Type ◽  
Trace Data ◽  
Emergent Features ◽  
Hidden Knowledge ◽  
Practice Knowledge ◽  
Visualization Techniques ◽  
Social Collective

Purpose – The purpose of this paper is to investigate boundary spanning tactics in a cross-organizational virtual alliance and discuss the analytical value of “digging” into technology for excavating boundaries and understanding their dynamic and emergent features. Design/methodology/approach – Although boundaries, their role and implications have been extensively investigated across a variety of online settings, the results are inconclusive as to the features of technology that create, dissolve or re-locate boundaries. This is attributed to the fact that in most cases technology is addressed as a black box – a discrete artefact of practice – without seeking justification for the inscribed functions that enable or constrain use. The paper overcomes these shortcomings by analysing digital trace data compiled through a virtual ethnographic assessment of a cross-organizational tourism alliance. Data comprise electronic traces of online collaboration whose interpretive capacity is augmented using knowledge visualization techniques capable of revealing dynamic and emergent features of boundary spanning. Findings – Boundary spanning in virtual settings entails micro-negotiations around several types of boundaries. Some of them are either enforced by or inscribed into technology, while others are enacted in practice. Knowledge visualization of digital trace data allows “excavation” of these boundaries, assessment of their implications on distributed organizing of online ensembles and discovery of “hidden” knowledge that drives boundary spanning tactics of collaborators. Practical implications – In cross-organizational collaborative settings, boundary spanning represents an enacted capability stemming from the intertwining between material and social/collective agencies. Consequently, boundaries surface as first class design constructs, directing design attention not only to features inscribed in technology (i.e. user profiles, registration mechanisms, moderation policies) but also the way such features are appropriated to re-shape, re-locate or dissolve boundaries. Originality/value – An empirical data pool compiled through virtual ethnographic assessment of online collaboration is revisited and augmented with knowledge visualization techniques that enhance the interpretive capacity of the data and reveal “hidden” aspects of the collaborators’ boundary spanning behaviour and tactics.

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