Student virtual collaboration as messy entanglements of Bildung

2021 ◽  
pp. 102-113
Author(s):  
David Kergel ◽  
Michael Paulsen ◽  
Jesper Garsdal ◽  
Birte Heidkamp-Kergel ◽  
Charlotta Hilli
Keyword(s):  
Virtual Collaboration

Virtual collaboration in the age of the coronavirus

2020 ◽  
Vol 63 (9) ◽  
pp. 21-23 ◽  
Author(s):  
Paul Marks
Keyword(s):  
Virtual Collaboration

Mobile Collaboration Support for Virtual Teams

2017 ◽  
Vol 28 (3) ◽  
pp. 48-69 ◽  
Author(s):  
Keng Siau ◽  
Min Ling
Keyword(s):  
Virtual Teams ◽  
Virtual Team ◽  
Virtual Collaboration ◽  
Conceptual Foundation ◽  
Work Systems ◽  
Team Members ◽  
Development Teams ◽  
Geographically Distributed ◽  
Qualitative Technique ◽  
Sophisticated Technology

Organizations increasingly depend on virtual teams in which geographically distributed individuals use sophisticated technology to interact and collaborate. With the advancement of mobile and wireless technology, mobile support for collaboration among virtual team members is becoming increasingly important and popular. In this research, we study the values of mobile support for virtual team members. Using the qualitative technique, Value-Focused Thinking approach, proposed by Keeney, we interviewed 30 subjects who were involved in information systems development teams and asked them the values of mobile support for virtual collaboration. This study uses Alter's Work Systems Theory as the conceptual foundation.

Developing business students’ intercultural competence through intercultural virtual collaboration: a task sequence implementation

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Luana Ferreira-Lopes ◽  
Iciar Elexpuru-Albizuri ◽  
María José Bezanilla
Keyword(s):  
Intercultural Competence ◽  
Business Students ◽  
Cultural Knowledge ◽  
Learning Potential ◽  
Task Sequence ◽  
Virtual Collaboration ◽  
Intercultural Relationships ◽  
Pedagogical Strategies ◽  
Content Type ◽  
Undergraduate Business Students

Purpose Allowing for interaction with foreign cultures without the need to travel, intercultural virtual collaboration represents a potential tool to develop business students’ intercultural competence. This study aims to explore students’ perceptions towards the implementation of a research-based task sequence in a project in which undergraduate Business students from Spain collaborated virtually with undergraduate business students from The Netherlands during a semester. More specifically, this paper investigates what intercultural competence indicators were mostly developed by the sequence implemented; how much each task from the sequence in question developed different intercultural competence indicators; and how much students enjoyed participating in each task. Design/methodology/approach Data was collected through after-task reflection questionnaires. A quantitative analysis of Likert-type questions was carried out and open-ended responses were used to illustrate findings. Findings Results reveal that the task sequence developed different dimensions of students’ intercultural competence and, particularly, fostered a positive attitude towards intercultural relationships, increased students’ cultural knowledge and awareness and equipped students with skills to work in diverse teams. It also showed that as complexity grew along the sequence, the average students’ perception of their intercultural competence development tended to decrease. The majority of students’ very much liked participating in the different tasks. Originality/value Designing telecollaborative projects can be very challenging and understanding the learning potential of different pedagogical strategies for virtual collaborative environments can help teachers to take better-informed decisions.

scholarly journals Advanced Learning Tools for (Non) Formal Education

2013 ◽  
Vol 8-9 ◽  
pp. 65-74 ◽  
Author(s):  
Sanda Porumb ◽  
Cosmin Porumb ◽  
Aurel Vlaicu ◽  
Bogdan Orza
Keyword(s):  
Collaborative Learning ◽  
Teaching And Learning ◽  
Formal Education ◽  
Project Based Learning ◽  
Assessment Process ◽  
Educational Services ◽  
Learning Approaches ◽  
Learning Tools ◽  
Virtual Collaboration ◽  
Generic Framework

An important part of the articles published in the last years highlight teaching and learning approaches and technologies integrated in complex applications and present the concepts used for creating and presenting the educational content. They refer to the methodologies used in self-and collaborative learning, including problem-and project-based learning. The assessment process is also illustrated in several articles but there is no a generic framework that complies with the rules of both formal and non-formal education acts. Our proposal is focused on advanced concepts for improving the educational services and the manner a generic framework for blended learning can be customized for higher education and lifelong learning. In addition, the paper proposes a virtual collaboration prototype that supports interpersonal and inter-process collaborative learning services that can be used as core of any rapidly growing educational community.

scholarly journals Ask Live! UK public libraries and virtual collaboration

2009 ◽  
Vol 27 (86) ◽  
pp. 43-50 ◽  
Author(s):  
Linda Berube
Keyword(s):  
Public Libraries ◽  
Public Library ◽  
Virtual Collaboration ◽  
Virtual Reference ◽  
Digital Reference ◽  
Reference Service ◽  
The Uk

Ask A Librarian, the UK public library digital reference service, has been piloting LSSI's Virtual Reference Toolkit. The pilot, managed by Ask administrator Co-East, went live to public users in May 2003 and will continue through September 2003. The pilot objectives include not only an evaluation of the software and support offered by LSSI, but also the eventual integration of the chat component with the main web-form service, and the implications for uptake and sustainability. This article combines a report of the largely positive initial findings of the pilot with an overview of digital reference service and UK public libraries.

scholarly journals KEMANDIRIAN ANAK MELALUI SELF ACCESS CENTRE DALAM MENGEMBANGKAN TOP 10 SKILL

2019 ◽  
Vol 6 (1) ◽  
pp. 15
Author(s):  
Imas Srinana Wardani ◽  
Asep Samsudin
Keyword(s):  
Elementary School ◽  
New Media ◽  
Cultural Competency ◽  
Media Literacy ◽  
Computational Thinking ◽  
Cross Cultural ◽  
Load Management ◽  
Sense Making ◽  
Virtual Collaboration ◽  
Self Reliance

Education era 4.0 requires output that has top 10 skills 2020. One of the strategies needed in era 4.0 education is a Self Access Center (SAC) that focuses on children's self reliance in learning in elementary school. SAC is one of exploration of children's reliance independently in developing capabilities needed in the industrial era 4.0. The purpose of this study was to describe the reliance of children in learning an elementary school through a SAC in developing top 10 skills 2020. The method used in this study was descriptive qualitative. The results of the analysis show that the SAC can contribute. This is indicated by the achievement of the SAC has reached seven out of ten top skills, namely sense making, social intelegence, cross cultural competency, novel and adaptive thinking, transdiciplinary, computational thinking, and new media literacy and to be able to adjust to top 10 skills 2020 a better strategy is needed to achieve 10 skills with cognitive load management, design mindset and virtual collaboration.

scholarly journals Evaluating Organisational Readiness for Virtual Collaboration

2010 ◽  
pp. 937-946
Author(s):  
Peter Gall ◽  
Janice Burn
Keyword(s):  
Asset Management ◽  
Communication Technologies ◽  
Virtual Space ◽  
Information Communication Technologies ◽  
Virtual Networks ◽  
Information Communication ◽  
Virtual Collaboration ◽  
Tangible Assets ◽  
Virtual Organisation ◽  
Definition Of

This chapter endeavours to clarify some of the concepts related to the virtual organisation and to move away from the definition of a “virtual organisation” as one with few or no tangible assets, existing in virtual space created through information communication technologies (ICT) (Warner & Witzel, 2004). The authors focus on the concept of an organisation, which is “virtually organised,” employing ICT for the majority of its communication, asset management, knowledge management and customer resource management, across a network of customers, suppliers and employees (Venkatraman & Henderson, 1998). The authors consider the concepts of virtual organisations and virtual organising and develop an instrument that can be used to evaluate organisational readiness to exploit virtual networks. The instrument can be used initially to measure the value of virtual models to the organisation and then reapplied to measure the extent to which these values are actually embraced.

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