The development of customisable working environments that not only manage information and communication, but also support the work processes of organisations is very important. In this paper we describe a collaborative approach that offers customisation in terms of the modes of collaboration that can be used alternatively in different stages of a project, i.e. synchronous and asynchronous, for ...

Emergence of latest technologies has diverted the focus of people form Computer-Supported Collaborative Learning (CSCL) to mobilesupported collaborative learning. MCL is highly demanded in educational organizations to substantiate the pedagogical activities. Some of the MCL supportive architectures including applications are introduced in several fields to improve the activities of those organi...

(Riedl, Saretto, & Young 2003) describes narrative mediation, a plan-based technique for addressing human user actions that conflict with the story structure maintained by computer-controlled agents within interactive narrative environments. This technique is used to generate real-time system responses to unanticipated user actions while balancing user freedom with story coherence. Narrative me...

This paper presents a conceptual study of collaborative discourse in computer conferencing for adult education. The purpose of the study is to examine the dynamics of text based asynchronous discussion, the role of online leadership, and the relationship between them. Based on the syntheses of existing literature on collaborative inquiry in computer conferencing and the roles of online teachers...

Roskilde University’s master’s programme in computer-mediated communication combines face-to-face seminars with net seminars focusing on collaborative project work. Net-based learning based on CSCW offers both advantages and pitfalls: (i) it helps to activate all students, (ii) it fosters complexity in organising tasks, (iii) asynchronous environment generates a need for synchronous communicati...

In our Computer Science Department at Universidad de Chile –as in many other departments around the worldevery day more and more students are using TabletPCs as a substitute for their traditional notebooks. In many situations, these students need to interact with instructors, assistants and their partners in both synchronous and asynchronous way in order to carry out the tasks involved in their...

This paper justifies the treatment of ad-hoc online teams as complex systems. Scenarios exist where collaborative asynchronous processes are necessary to solve a particular problem. These processes are both task related and team related. They have been one focus of Computer Supported Collaborative Learning (CSCL), Computer Supported Collaborative Work (CSCW), and socio-psychological investigati...

This research examines two different kinds of feedback-mechanism to scaffold problem solving as well as interaction in an asynchronous PBL course. An automated feedback mechanism has been used to enhance interaction and group well-being during computer supported collaborative learning. We tracked individual contribution behavior as well as learners’ motivation during collaborative problemsolvin...

Looking at computer supported collaborative learning (CSCL) in terms of (a) collaborative knowledge building, (b) group and individual perspectives, (c) mediation by artifacts and (d) micro-analysis of conversation provides a rich, multidimensional starting point for conceptualizing and studying a specific variant of CSCL. These four contributions to CSCL are inter-related. The notion of collab...

Looking at computer support for collaborative learning (CSCL) in terms of (a) collaborative knowledge building, (b) group and personal perspectives, (c) mediation by artifacts and (d) microanalysis of conversation provides a rich, multi-dimensional starting point for conceptualizing and studying CSCL. The notion of collaborative knowledge building defines a useful paradigm for conceptualizing l...