Requirements for access control in CSCW systems have often been stated, but groupware in use today does not meet most of these requirements. There are practical reasons for this, but one of the problems is the inherent complexity of sophisticated access control models. We propose a general authorization model that emphasizes conceptual simplicity and show that several issues—in particular negat...

There are two aspects to technical support for collaborative activity; support for content work and support for coordination. The design of CSCW systems must typically address both of these, combining them in a collaborative application. This approach, however, suffers from a variety of well-known problems, not least the compatibility between collaborative and single-user applications, working ...

The concept of context can be used with advantage in the area of Computer-Supported Cooperative Work. For many years, the awareness term has been used in this area without explicit association to context. This paper attempts to clarify their relationship. In particular, a framework is proposed to understand context and awareness as connected to other concepts used in group work as well, such as...

Research has focused significantly in enabling the Web (WWW) for Computer Supported Cooperative Work (CSCW). However, surfing, the most common use in the WEB, remains an individual, rather than group activity. Previous attempts to provide collaborative browsing capability constrain some users to the command of a selected user who controls the browsers of others. We adapt the technology of uncon...

Interaction among actors involved in a Web-based learning environment is widely thought of as a valuable process, in that it stimulates collaborative work and augments the effectiveness of learning itself. This may be extensively achieved by the integration of groupware tools and techniques, originally coming from the Computer-Supported Cooperative Work discipline. This paper reports on MEDIT, ...

In this paper we consider three types of computer-based systems that are employed individually and in pairs to achieve learning objectives: Computer-Supported Learning Systems, Collaborative Systems, and Immersive Presence Systems. When these systems are integrated together, higher-order learning objectives that have typically required co-located interactions can be supported in a distributed f...

<p style='text-indent:20px;'>With the rise of COVID-19 pandemic and its inevitable consequences in education, increased demand for robust online learning frameworks has occurred at all levels education system. Given transformative power Artificial Intelligence (AI) machine algorithms, there have been determined attempts through design application intelligent tools to overcome existing cha...

Over the past years the concept of role in distance education has become a promising construct for analysing and facilitating collaborative processes and outcomes. Designing effective collaborative learning processes is a complex task that can be supported by existing good practices formulated as pedagogical patterns or scripts. Over the past years, the research on technology enhanced learning ...

In this article we describe the emerging area of text classification research focused on the problem of collaborative learning process analysis both from a broad perspective and more specifically in terms of a publicly available tool set called TagHelper tools. Analyzing the variety of pedagogically valuable facets of learners’ interactions is a time consuming and effortful process. Improving a...

Working together while accomplishing a task is a characteristic of a powerful learning environment that aims at active knowledge construction. Studies have demonstrated that collaborative learning by using asynchronous communication tools can have advantages over collaboration in a face-to-face setting. However, it is questionable whether students are able and willing to learn collaboratively t...