123,249 research outputs found
Dynamics of collaborative work in global software development environment.
This study aims to explore the dynamics of collaborative work in global software development projects. The study explored the nature of collaboration, the patterns of collaborative behaviors in different tasks in computer science, and the impact of the tasks to the collaboration among students. Four different collaborative software development tasks were assigned to the globally distributes teams. The study used data from 230 students from five universities, namely Atilim University (Turkey), Middle East Technical University (Turkey), Universidad TecnolĂłgica de PanamĂĄ (Panama), University of North Texas (US), and Middlesex University (UK). The findings involve the recommendations for building effective collaborative working environments and guidelines for building collaborative virtual communities
Exploring collaboration patterns among global software development teams.
This study examines communication behaviors in
global software student teams. The authors of the
paper characterize the types of communication
behaviors that occur when student teams are engaged
in a software development project. The authors
present findings from a one-semester study that
examined factors contributing to successful distributed
programming interactions among students enrolled at
the University of Atilim (Turkey), Universidad
TecnolĂłgica de PanamĂĄ, University of North Texas,
and Middlesex University (UK). Using content and
cluster analyses techniques, we identified distinct
patterns of collaboration and examined how these
patterns were associated with task, culture, GPA, and
performance of collaborative teams. Our results
suggest that communication patterns among global
software learners may be related to task type, culture
and GPA. It is hoped that these findings will lead to the
development of new strategies for improving
communication among global software teams
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Quality Assessment for E-learning: a Benchmarking Approach (Third edition)
The primary purpose of this manual is to provide a set of benchmarks, quality criteria and notes for guidance against which e-learning programmes and their support systems may be judged. The manual should therefore be seen primarily as a reference tool for the assessment or review of e-learning programmes and the systems which support them.
However, the manual should also prove to be useful to staff in institutions concerned with the design, development, teaching, assessment and support of e-learning programmes. It is hoped that course developers, teachers and other stakeholders will see the manual as a useful development and/or improvement tool for incorporation in their own institutional systems of monitoring, evaluation and enhancement
Project Management Learning in a Collaborative Distant Learning Context - An Actual On-going Experience
The goal of this paper is to show the results of an on-going experience on teaching project management to grade students by following a development scheme of management related competencies on an individual basis. In order to achieve that goal, the students are organized in teams that must solve a problem and manage the development of a feasible solution to satisfy the needs of a client. The innovative component advocated in this paper is the formal introduction of negotiating and virtual team management aspects, as different teams from different universities at different locations and comprising students with different backgrounds must collaborate and compete amongst them. The different learning aspects are identified and the improvement levels are reflected in a rubric that has been designed ad hoc for this experience. Finally, the effort frameworks for the student and instructor have been established according to the requirements of the Bologna paradigms. This experience is developed through a software-based support system allowing blended learning for the theoretical and individual?s work aspects, blogs, wikis, etc., as well as project management tools based on WWW that allow the monitoring of not only the expected deliverables and the achievement of the goals but also the progress made on learning as established in the defined rubri
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Landscape Study in Wireless and Mobile Learning in the post-16 sector
In the post-16 sector (further and higher education, and adult and community learning) there is a need to understand how wireless and mobile technologies can contribute to improving the student experience of learning, and help institutions fulfil their missions in an age of incomparably fast technological change. In the context of this interest and growing need, a Landscape Study project was commissioned by JISC through the Innovation strand of the JISC e-Learning Programme in 2004-5. Our project aims were to take a birds-eye view of developments and practice in the UK and internationally, and to communicate our findings to a broad and varied audience. The Summary report is accompanied by 3 associated reports on 'Current Uses', 'Potential Uses' and 'Strategic Aspects'. (The four reports are available in one single document here.
A group learning management method for intelligent tutoring systems
In this paper we propose a group management specification and execution method that seeks a compromise between simple course design and complex adaptive group interaction. This is achieved through an authoring method that proposes predefined scenarios to the author. These scenarios already include complex learning interaction protocols in which student and group models use and update are automatically included. The method adopts ontologies to represent domain and student models, and object Petri nets to specify the group interaction protocols. During execution, the method is supported by a multi-agent architecture
Assessing a Collaborative Online Environment for Music Composition
The current pilot study tested the effectiveness of an e-learning environment built to enable students to compose
music collaboratively. The participants interacted online by using synchronous and asynchronous resources to
develop a project in which they composed a new music piece in collaboration. After the learning sessions,
individual semi-structured interviews with the participants were conducted to analyze the participants\u2019
perspectives regarding the e-learning environment\u2019s functionality, the resources of the e-learning platform, and
their overall experience with the e-learning process. Qualitative analyses of forum discussions with respect to
metacognitive dimensions, and semi-structured interview transcriptions were performed. The findings showed
that the participants successfully completed the composition task in the virtual environment, and that they
demonstrated the use of metacognitive processes. Moreover, four themes were apparent in the semi-structured
interview transcriptions: Teamwork, the platform, face-to-face/online differences, and strengths/weaknesses.
Overall, the participants exhibited an awareness of the potential of the online tools, and the task performed. The
results are discussed in consideration of metacognitive processes, and the following aspects that rendered virtual
activity effective for learning: The learning environment, the platform, the technological resources, the level of
challenge, and the nature of the activity. The possible implications of the findings for research on online
collaborative composition are also considered
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