| Online collaboration|
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|Related keyword(s)||Online community, Online culture|
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Online collaboration is included as keyword or extra keyword in 0 datasets, 0 tools and 24 publications.
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|Title||Author(s)||Published in||Language||DateThis property is a special property in this wiki.||Abstract||R||C|
|WikiWho: Precise and Efficient Attribution of Authorship of Revisioned Content||Fabian Flöck
|World Wide Web Conference 2014||English||2014||Revisioned text content is present in numerous collaboration platforms on the Web, most notably Wikis. To track authorship of text tokens in such systems has many potential applications; the identification of main authors for licensing reasons or tracing collaborative writing patterns over time, to name some. In this context, two main challenges arise. First, it is critical for such an authorship tracking system to be precise in its attributions, to be reliable for further processing. Second, it has to run efficiently even on very large datasets, such as Wikipedia. As a solution, we propose a graph-based model to represent revisioned content and an algorithm over this model that tackles both issues effectively. We describe the optimal implementation and design choices when tuning it to a Wiki environment. We further present a gold standard of 240 tokens from English Wikipedia articles annotated with their origin. This gold standard was created manually and confirmed by multiple independent users of a crowdsourcing platform. It is the first gold standard of this kind and quality and our solution achieves an average of 95% precision on this data set. We also perform a first-ever precision evaluation of the state-of-the-art algorithm for the task, exceeding it by over 10% on average. Our approach outperforms the execution time of the state-of-the-art by one order of magnitude, as we demonstrate on a sample of over 240 English Wikipedia articles. We argue that the increased size of an optional materialization of our results by about 10% compared to the baseline is a favorable trade-off, given the large advantage in runtime performance.||0||0|
|Erfolgsfaktoren von Social Media: Wie "funktionieren" Wikis?||Florian L. Mayer||Otto-Friedrich-Universität Bamberg||German||2013||Wann sind Wikis oder allgemeiner: Social Media erfolgreich? Wenn sie kommunikativ "lebendig" sind! Diesem "kommunikativen Erfolg" liegen Strukturprinzipien zugrunde, die diese Arbeit sichtbar macht. Sie beschreibt konkrete Aufmerksamkeits-, Motivations- und Organisationsstrukturen, und macht so den Erfolg der Leuchttürme wie Wikipedia oder Facebook, aber auch die Schwierigkeiten im Einsatz von Social Media in Organisationen und Gruppen verstehbar. Mit den Begriffen Mikrokommunikation und Mikrokollaboration liefert sie darüber hinaus eine Beschreibung neuer Formen gesellschaftlicher Kommunikation.||0||0|
|Improving students' summary writing ability through collaboration: A comparison between online wiki group and conventional face-to-face group||Wichadee S.||Turkish Online Journal of Educational Technology||English||2013||Wikis, as one of the Web 2.0 social networking tools, have been increasingly integrated into second language (L2) instruction to promote collaborative writing. The current study examined and compared summary writing abilities between students learning by wiki-based collaboration and students learning by traditional face-to-face collaboration. The experimental research was conducted with students enrolled in EN 111 course in the first semester of academic year 2011. The instruments employed in the study were summary writing tests, a questionnaire, and products of summary writing. Data were analyzed by using means, standard deviations, percentages, and t-tests. The results indicate that the post-test scores of both groups were significantly higher than the pre-test scores. (p<.05). However, no significant difference was found between the two groups' writing mean scores and satisfaction with the learning methods. In addition, the writing products which students in both groups submitted were not different in quality. Although there were minor drawbacks, a lot of advantages were identified, showing students' positive attitudes towards learning through wiki.||0||0|
|Supporting group collaboration in Wiki by increasing the awareness of task conflict||Wu K.
|Aslib Proceedings: New Information Perspectives||English||2013||Purpose: Wiki forms a new model of virtual collaboration. The original wiki is designed to hide content authorship information. Such design may hinder users from being aware of task conflict, resulting in low-efficient conflict management and decreased group performance. This study aims at increasing users' awareness of task conflict to facilitate wiki-based collaboration. Design/methodology/approach: A visual feedback dialog box is designed to increase users' awareness of task conflict. A survey-based comparative study is conducted by using original wiki and modified wiki (the new design). A total of 301 participants are invited. Structural equation model (SEM) is used to analyze survey data. Findings: Most users are willing to solve conflict issues, and the dialog box can increase users' awareness of task conflict. Conflict awareness can promote user's participation, gain better conflict resolution and improve group performance. The dialog box can enhance the influence of conflict awareness on user participation and conflict resolution, but reduce the influence of conflict awareness on group performance. Research limitations/implications: Only undergraduate students are invited, some typical variables are not included. The design needs improvement. Originality/value: A new wiki tool is designed. The influence of conflict awareness is explored while previous studies largely ignore this variable.||0||0|
|Analyzing design tradeoffs in large-scale socio-technical systems through simulation of dynamic collaboration patterns||Dorn C.
|Lecture Notes in Computer Science||English||2012||Emerging online collaboration platforms such as Wikipedia, Twitter, or Facebook provide the foundation for socio-technical systems where humans have become both content consumer and provider. Existing software engineering tools and techniques support the system engineer in designing and assessing the technical infrastructure. Little research, however, addresses the engineer's need for understanding the overall socio-technical system behavior. The effect of fundamental design decisions becomes quickly unpredictable as multiple collaboration patterns become integrated into a single system. We propose the simulation of human and software elements at the collaboration level. We aim for detecting and evaluating undesirable system behavior such as users experiencing repeated update conflicts or software components becoming overloaded. To this end, this paper contributes (i) a language and (ii) methodology for specifying and simulating large-scale collaboration structures, (iii) example individual and aggregated pattern simulations, and (iv) evaluation of the overall approach.||0||0|
|Architecture-driven modeling of adaptive collaboration structures in large-scale social web applications||Dorn C.
|Lecture Notes in Computer Science||English||2012||Internet-based, large-scale systems provide the technical foundation for massive online collaboration forms such as social networks, crowdsourcing, content sharing, or source code generation. Such systems are typically designed to adapt at the software level to achieve availability and scalability. They, however, remain mostly unaware of the changing requirements of the various ongoing collaborations. As a consequence, cooperative efforts cannot grow and evolve as easily nor efficiently as they need to. An adaptation mechanism needs to become aware of a collaboration's structure and flexibility to consider changing collaboration requirements during system reconfiguration. To this end, this paper presents the human Architecture Description Language (hADL) for describing the envisioned collaboration dynamics. Inspired by software architecture concepts, hADL introduces human components and collaboration connectors for describing the underlying human coordination dependencies. We further outline a methodology for designing collaboration patterns based on a set of fundamental principles that facilitate runtime adaptation. An exemplary model transformation demonstrates hADL's feasibility. It produces the group permission configuration for MediaWiki in reaction to changing collaboration conditions.||0||0|
|Group formation in elearning-enabled online social networks||Brauer S.
|2012 15th International Conference on Interactive Collaborative Learning, ICL 2012||English||2012||eLearning systems have been in use for a decade to manage content and collaboration. Still the major online source for coursework are open media like Wikipedia, while students' collaborative online activities are focused on online social networks (OSNs) and remain unrelated to learning. In this paper, we report on work-in-progress for socializing online learning. Our work is motivated by exploring the realm of group-centered online collaboration with task-based learning in the net. We address the problem of finding the proper people in an OSN, and present an automated approach for learning-oriented group forming. This serves as a primary building block for online social eLearning networks.||0||0|
|Negotiating Cultural Values in Social Media: A Case Study from Wikipedia||Jonathan T. Morgan
Robert M. Mason
|The people's encyclopedia under the gaze of the sages: a systematic review of scholarly research on Wikipedia||Chitu Okoli
Finn Årup Nielsen
|English||2012||Wikipedia has become one of the ten most visited sites on the Web, and the world’s leading source of Web reference information. Its rapid success has inspired hundreds of scholars from various disciplines to study its content, communication and community dynamics from various perspectives. This article presents a systematic review of scholarly research on Wikipedia. We describe our detailed, rigorous methodology for identifying over 450 scholarly studies of Wikipedia. We present the WikiLit website (http wikilit dot referata dot com), where most of the papers reviewed here are described in detail. In the major section of this article, we then categorize and summarize the studies. An appendix features an extensive list of resources useful for Wikipedia researchers.||15||1|
|Wiki: Using the Web Connections to Connect Students||Donne V.||TechTrends||English||2012||The present study reports on action research conducted using a resource wiki. Participants included 48 certified teachers and pre-service teachers enrolled in a face-to-face graduate course supplemented with online activities. Data collected include student reflections that indicate the use of a wiki at the university level is a feasible means of online collaboration, facilitates constructing new knowledge, and provides a medium of modeling technology integration into the classroom.||0||0|
|Collaboration by choice: Youth online creative collabs in Scratch||Kafai Y.
|Proceedings of the 19th International Conference on Computers in Education, ICCE 2011||English||2011||Online creative production has received considerable attention for its success in creating Wikipedia and Free and Open Source Software yet few youth participate in such voluntary online collaborations, in particular in programming contexts. In this paper, we describe how youth programmers organized collaborative groups or collabs in response to a design challenge in the Scratch Online Community. We report on participation in the "Collab Challenge" in the Scratch community at large and with particular groups, designers' efforts in recruiting and organizing collab groups, and the role of community feedback. In the discussion, we address what we learned about youth's informal collaborative skills, fostering community participation, and the design of online communities supportive of creative collaboration, and open issues for further research.||0||0|
|Leadership and success factors in online creative collaboration||Kurt Luther
|IEEE Potentials||English||2011||Social computing systems have enabled new and wildly successful forms of creative collaboration to take place. Two of the best-known examples are Wikipedia and the open-source software (OSS) movement. Wikipedia, the free online encyclopedia, boasts millions of articles (over 3.6 million just in English) written by thousands of volunteers collaborating via the Internet. The OSS movement, also fueled mainly by volunteer online collaboration, has produced some of the worlds most powerful and important software applications, including the Apache HTTP Server, the Linux operating system, and the Mozilla Firefox Web browser.||0||0|
|Network centrality and contributions to online public good - The case of Chinese Wikipedia||Chao Wang
|Proceedings of the Annual Hawaii International Conference on System Sciences||English||2011||Internet technology enables virtual collaboration and plays an important role in knowledge production. However, collaborative technology will not function without conducive underlying social mechanisms. Previous research mostly investigates individual-level motivations of editors, with only a few exceptions examining the collaboration relationships. In this paper, we take a structural perspective and investigate the impact of positions (centralities) of editors in the collaboration networks on their efforts and effort allocations. To achieve this, we empirically reconstruct the dynamic collaboration network of Chinese Wikipedia for the period between 2002 and 2007. Based on a dynamic view of the network, we compose a panel data set that covers both the contribution behavior and network position characteristics of Wikipedia editors. We strengthen our causal interpretation by leveraging the exogenous block that prevented Wikipedia editors in Mainland China from accessing the website. We find distinctive effort allocation patterns that strongly correlate with network centrality measures. This confirms theoretical predictions derived in recent developments in network economics and social network theories. This research enhances our understanding about how collaboration network structure shapes individuals' behavior in online collaboration platforms.||0||0|
|A structured Wikipedia for mathematics: Mathematics in a web 2.0 world||Hong Lin||ICSOFT 2010 - Proceedings of the 5th International Conference on Software and Data Technologies||English||2010||In this paper, we propose a new idea for developing a collaborative online system for storing mathematical work similar to Wikipedia, but much more suitable for storing mathematical results and concepts. The main idea proposed in this paper is to design a system that would allow users to store mathematics in a structured manner, which would make related work easier to find. The proposed system would have users use indentation to add a hierarchical structure to mathematical results and concepts entered into the system. The hierarchical structure provided by the indentation of results and concepts would provide users with additional search functionality useful for finding related work. Additionally, the system would automatically link related results by using the structure provided by users, and also provide other useful functionality. The system would be flexible in terms of letting users decide how much structure to add to each mathematical result or concept to ensure that contributors are not overly burdened with having to add too much structure to each result. The system proposed in this paper serves as a starting point for discussion on new ideas to organize mathematical results and concepts, and many open questions remain for new research.||0||0|
|The effects of diversity on group productivity and member withdrawal in online volunteer groups||Jilin Chen
|Conference on Human Factors in Computing Systems - Proceedings||English||2010||The "wisdom of crowds" argument emphasizes the importance of diversity in online collaborations, such as open source projects and Wikipedia. However, decades of research on diversity in offline work groups have painted an inconclusive picture. On the one hand, the broader range of insights from a diverse group can lead to improved outcomes. On the other hand, individual differences can lead to conflict and diminished performance. In this paper, we examine the effects of group diversity on the amount of work accomplished and on member withdrawal behaviors in the context of WikiProjects. We find that increased diversity in experience with Wikipedia increases group productivity and decreases member withdrawal - up to a point. Beyond that point, group productivity remains high, but members are more likely to withdraw. Strikingly, no such diminishing returns were observed for differences in member interest, which increases productivity and decreases member withdrawal in a linear fashion. Our results suggest that the low visibility of individual differences in online groups may allow them to harvest more of the benefits of diversity while bearing less of the cost. We discuss how our findings can inform further research of online collaboration.||0||0|
|The wiki - A virtual home base for constructivist blended learning courses||S.Beercock||Procedia - Social and Behavioral Sciences||English||2010||0||0|
|Identifying learning opportunities in online collaboration: A variation theory approach||Aditomo A.
|Proceedings of the 17th International Conference on Computers in Education, ICCE 2009||English||2009||The focus of this paper is on the issue of evaluating learning which occurs in the process of online collaboration. The goal of this paper is to demonstrate the utility of a theoretical framework (variation theory) to assess the process of online collaboration. To this end, discourse of six online groups collaborating using wiki was examined. Variation theory made possible the observation that, although the groups differed markedly in their collaboration process, they focused on the same aspects of the object of learning, while ignoring one key aspect. Further analysis suggested that this missed learning opportunity may have led the students to develop a 'misconception' of the topic. These findings point to the value of variation theory as a framework for analysing online discourse to make claims related to students' learning.||0||0|
|Fostering collaboration amongst off-campus students||McIntosh P.C.
|ASCILITE 2008 - The Australasian Society for Computers in Learning in Tertiary Education||English||2008||While the importance of developing and giving feedback on generic skills is widely recognised for on-campus students, this is still largely ignored for off-campus students, primarily due to the practical difficulties involved. This paper reports on a pilot project that introduced a compulsory group work project into an off-campus unit, delivered through Open Universities Australia. Wikis were used as the technical tool to facilitate the project, which was mostly successful for students, albeit stressful and time-consuming for staff. While all participating students successfully completed group projects, only one group demonstrated high levels of collaboration during the process. © 2008 P. Craig McIntosh and Debbi Weaver.||0||0|
|When a wiki is the way: Exploring the use of a wiki in a constructively aligned learning design||Jones P.||ASCILITE 2007 - The Australasian Society for Computers in Learning in Tertiary Education||English||2007||The second generation of Web-based tools, the so-called Web 2.0 applications such as podcasts, blogs and wikis, have captured the imagination of many educators, who recognise their potential for creating more collaborative and truly interactive online learning environments. However, whenever new technologies become available, there is a risk that they will be employed on the basis of novelty rather than for sound pedagogical reasons. To ensure that the latest crop of online tools are actually contributing in meaningful ways to the creation of effective and authentic learning environments, educators need to be mindful of the foundations of effective learning design and sound pedagogical principles. This paper explores the use of a wiki in a final year, undergraduate, social work course. Drawing on the concepts of constructive alignment and models for effective learning design, the wiki was integrated into a purposefully designed learning sequence in a manner which allowed students to engage in online collaboration directed at the achievement of a set of intended learning outcomes. In this way, the wiki becomes a fully integrated and coherent part of the learning experience, rather than simply a technological add-on.||0||0|
|Wiki: A new paradigm for online training and development of faculty||Gullett E.
|ASCILITE 2007 - The Australasian Society for Computers in Learning in Tertiary Education||English||2007||The training and development function in organisations is undergoing a paradigm shift with the advent of new online technologies like the wiki and educational institutions are no exception. Wiki may provide a means for creating a faculty learning community at educational institutions, thus involving all faculty on a single common platform where each faculty is the producer as well as the user of knowledge. This paper proposes a model for the deployment of wiki for online training and development of faculty in educational institutions. The model is implemented at an online university and preliminary findings indicate that wiki activity by all faculty members is low suggesting the need of further experimentation in the use of wiki as a collaborative T&D tool for online faculty.||0||0|
|Foucault@Wiki: first steps towards a conceptual framework for the analysis of Wiki discourses||Christian Pentzold
|WikiSym||English||2006||In this paper, we examine the discursive situation of Wikipedia. The primary goal is to explore principle ways of analyzing and characterizing the various forms of communicative user interaction using Foucault"s discourse theory. First, the communicative situation of Wikipedia is addressed and a list of possible forms of communication is compiled. Second, the current research on the linguistic features of Wikis, especially Wikipedia, is reviewed. Third, some key issues of Foucault"s theory are explored: the notion of "discourse", the discursive formation, and the methods of archaeology and genealogy, respectively. Finally, first steps towards a qualitative discourse analysis of the English Wikipedia are elaborated. The paper argues, that Wikipedia can be understood as a discursive formation that regulates and structures the production of statements. Most of the discursive regularities named by Foucault are established in the collaborative writing processes of Wikipedia, too. Moreover, the editing processes can be described in Foucault"s terms as discursive knowledge production.||12||1|
|PoliticWiki: Exploring communal politics||Makice K.||Proceedings of WikiSym'06 - 2006 International Symposium on Wikis||English||2006||This paper describes the methodology and results of an attempt to use a wiki web site for political collaboration. Recruited through gateway contacts for online political organizations and publications, participants in the PoliticWiki project were asked to create a political platform from scratch. Foundation content was copied from 3rdParty.org to seed the wiki. Of the 78 surveys collected, eight members were responsible for 96% of all content changes. This study identifies obstacles to participation on a point-of-view wiki and explores its function as both a political forum and a vehicle for participatory design. Copyright 2006 ACM.||0||0|
|Employing Wikis for Online Collaboration in the E-Learning Environment: Case Study||Ruth Raitman
|Employing wikis for online collaboration in the e-learning environment: Case study||Ruth Raitman
|Proceedings - 3rd International Conference on Information Technology and Applications, ICITA 2005||English||2005||This paper examines the various ways in which students reflect on their very recent experiences in collaborating in an online e-learning environment, Wikis, fully editable websites, are easily accessible, require no software and allow its contributors, in this case students, to feel a sense of responsibility and ownership. Wikis are everywhere, but, unfortunately, the online literature has not yet begun to focus enough on wikis (Mattison 2003), Whereas students are used to the WebCT based university Elearning environment, Deakin Studies Online (DSO), this case study, completed in Nov 2004, was conducted to test the wiki platform as a means of online collaboration in the tertiary education environment. A full analysis of the results is presented, as are recommendations for improving the platform in an effort to employ wikis and utilize them to their full and absolute potential.||0||2|