This paper proposes the concept of collaborative production as a focus of concern within the general area of collaborative work. We position the concept with respect to McGrath's framework for small group dynamics and the more familiar collaboration processes of awareness, coordination, and communication (McGrath 1991). After reviewing research issues and computer-based support for these intera...

Massachusetts General Hospital and the alarms that should have sounded didn’t, the incident set off a different kind of alarm throughout the hospital, in Boston, and in state regulatory agencies. The tragic situation also provided a learning experience for Mass General and the larger medical community.1 In that spirit, AAMI recently gathered a group of experts to discuss a number of alarm safet...

We have analyzed data from two online courses designed to promote collaborative online learning. Ongoing assessment (self, group, instructor) that actively engages students within the course (as opposed to instructor assessment at the end) is a central feature for achieving collaborative knowledge building in online dialog. Careful articulation and deployment of assessment criteria is a design ...

It is important to investigate what tutoring paradigms are appropriate for ill-defined domains. We focus on teaching intercultural competence, where asynchronous online discussion is a typical instructional task. We explore two methods of assessing student contributions and delivering feedback: an adaptive support system that provides individual feedback, and a peer moderator from the class sup...

Although most online learning environments are predominately text based, researchers have argued that representational support for the conceptual structure of a problem would address problems of coherence and convergence that have been shown to be associated with threaded discussions and more effectively support collaborative knowledge construction. The study described in this paper sets out to...

Many universities both in Australia and overseas are increasingly transferring courses and programs at both graduate and undergraduate level into fully interactive online environments. Online learning and teaching requires different and complimentary skill sets on the part of university teachers. Very little has been documented thus far in regard to training university academics to teach effect...

Although e-collaboration phenomena are multilevel in nature, research to date has been conducted from an exclusively single-level focus. This has lead to the level paradox. The dangers of the level paradox are discussed, including the potential that apparent cumulative knowledge may actually be spurious. Solutions to the level paradox are proposed in the form of future opportunities of research...

With the advent of computer technology, researchers and instructors are attempting to devise computer support for effective collaborative technical writing. In this study, a computer-supported environment for collaborative technical writing was developed. This system (Process-Writing Wizard) provides process-oriented scaffolds and a synchronous online chat room to facilitate real-time collabora...

This paper presents an approach for the integration of domain related elements and operational semantics into collaborative environments based on visual languages. This integration allows for supporting domain specific collaborative tasks, e.g. in the area of “collaborative discovery learning” in science education, by integrating data modelling with generic discussion support. A special focus i...

The paper discusses possibilities of constructing new training objects automatically, on-the-fly as a result of any collaborative activity within a WBT system. Such collaborative activities may include participating in discussion forums, brainstorming sessions, writing document annotations, etc. This feature might be seen as collaborative authoring of training objects in WBT systems. Technical ...