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The purpose of this paper is to investigate the Wiki and its influence on the anxiety produced during cross-cultural web-based collaborative learning sessions.

In total, 49 high school students participated in transnational collaborative learning and engaged in a one-month Google Wiki activity. A transnational collaborative learning anxiety inventory was used to measure the anxiety of the participants, which included the dimensions of social anxiety, foreign language anxiety, and computer anxiety. In addition, platform usage records were compiled using Google Wiki user records and participation process checklists. Relative data derived from these two items were compared with the questionnaire data.

The results indicated that participants who had experience with Wiki transnational collaborative learning exhibited significantly reduced SA and FLA. Participation process and user records revealed that embedding videos; responding to content created by others; proofreading and editing the content of others; updating layouts; underlining text, changing the font, and color coding; and increasing the number of edits reduced FLA. The number of times edits and responses were produced was correlated with decreases in SA.

The causes and effects of transnational collaborative learning have concurrently received attention. However, studies on Wiks and their impact on the anxiety produced during cross-cultural Web-based collaborative learning are limited. Therefore, Google Wiki was used in this study as the medium through which the effects of Wiki participation on anxiety resulting from transnational collaborative learning were explored.

Public participation is an important – if not the most important – pillar of democracy. When designing new e-participation environments, it is advisable to consider previous appropriation practices of deliberative community networks to encourage broad participation. This can be achieved by sharing appropriation practices and by supporting the situated development of use, which may not only increase user participation but also decrease user frustration.

This paper addresses previously analyzed e-participation appropriation practices and technological limitations that participants faced when using the e-participation environment from the Aarhus’s Artwork design experiment. The lessons learned from these limitations and the appropriation practices identified help us in designing the next generation of e-participation environments and in counteracting their unsuccessful appropriation.

Potential design improvements for future collaborative writing e-environments that facilitate location-agnostic participation, and improvements that enable successful technology appropriation are presented.

These improvements are important to future research to inform a hybrid of in situ and ex situ technologies that enable collaborative writing to increase public participation in leisure spaces, engage a broader range of citizens and thus also encourage less motivated people.

The design of participation processes influences their effectiveness. In light of processes which include both mandated and non-mandated direct participation and take place in collaboration with other actors, adequate leadership roles are an indispensable but challenging process element. The purpose of this paper is to analyze how mayors exercise leadership roles in such processes and how this relates to effective participation processes.

Applying a qualitative comparative case study design (n=7), this study investigates mayors’ leadership roles relative to other actors’ roles in the process of establishing a community-owned wind farm. Data collection relied on 21 semi-structured interviews, triangulated with documentary analyses and nine field-level expert interviews.

Findings reveal mayors’ exclusive roles of guarantor, formal convener, facilitator, and sponsor based on authority. Mayors’ various shared roles relate primarily to non-mandated participation. Mayors face tensions in their role exercise due to citizens’ expectations and their personal involvement. They experience a positive impact of shared leadership on the effectiveness of the participation process.

Mayors need to exercise specific leadership roles relative to other actors to effectively manage participation processes. Adequate role exercise relates to sensitization and mobilization for the issue, weakened opposition, and project adjustment to citizen demands. A strategic approach to process design can support mayors in their leadership efforts.

This paper adds to the knowledge on mayors’ leadership roles in participation processes and concretizes tensions and effectiveness of collaborative leadership. The paper reflects on the inference of findings for administrators as compared to mayors.

This study aims to draw a general framework for recreating water-related urban places. It discusses design criteria and processes that will strengthen people's and the city's relationship with the waterfront. It also explores the functional requirements of a participatory process to incorporate social and functional relations into place making.

The study is based on a comprehensive case study of the Kabataş project process. Data collection methods include archive searches, questionnaires, interviews and analysis. The study analyses the architectural decisions, the role and perspectives of the key actors and the current dynamics that shape the process. It points out shortcomings and needs of communication and collaboration with different stakeholders, especially with the users.

The results show that political and power dynamics play an important role in shaping the process. Non-transparent processes increase the gap between the aspects of community and decision makers in current practices. Establishing holistic, waterfront-specific and collaborative approaches is a necessity. The results also show that the success of participation depends on procedural dynamics such as scope, method, timing, representativeness of the community, institutionalisation level, transparency and deliberation.

Despite the intense interest in waterfront regeneration, few studies have focused on the potential of the participatory process. The study examines the intersections of waterfront design decisions and collaborative participation at various scales and emphasises the importance of local actors in the social production of space.

Effective maintenance of rural roads is an essential aspect of public infrastructure delivery. However, governments failed to upkeep the built infrastructure. Accordingly, this study addresses this pressing issue by identifying attributes, skills and resources for asset maintenance. To do this, collaborative governance, a recent plausible alternative in the public policy literature, is used.

The literature review proffered 29 strategies for operationalising collaborative governance principles. A questionnaire survey with the public sector representatives comprising top-level, mid-level and lower-level engineers was used to test the applicability of these strategies in rural infrastructure maintenance of India. The rated responses concerning strategies were subjected to exploratory factor analysis to determine the underlying structure for reducing the dimensions to make them practically operational.

The exploratory factor analysis showed that six dimensions play an essential role in initiating and promoting collaboration. This parsimonious framework suggests building a common collaborative framework, communicating vision and fostering communities, leadership, increasing the industry's capacity, transparency of power and responsibilities, and technical and financial resources. Thus, governments’ initiatives to build collaboration is most prominent in initiating and sustaining a successful collaboration.

The practical strategies reinforced through this study can formalise self-initiated regimes or independently convened regimes to a federally directed regime well within the scope of the national programmes. Thus, findings primarily have considerable implications to emerging countries where reducing the unit costs to save the public exchequer from wastage and preventing assets from becoming dilapidate are essential.

Public sector practitioners often lack the essential skills and innovative thinking and thus offered new knowledge would transform the traditional practices in infrastructure maintenance. Theoretically, the present research advances the understanding of structures and processes for collaborative governance theory to non-contractual infrastructure asset management literature.

The purpose of this paper is to investigate the process and learning outcomes of peer collaboration in a Danish health developmental project in school health nursing. The paper explores how peer collaboration influences the school nurses' collaborative learning and competence development.

The article is based on data from a three‐year health educational development project at primary schools in Denmark. These data are observations from 12 reflective workshops with school nurses, two questionnaire surveys, and five focus group interviews with five of the six sub‐projects after the project was over. In the workshops, the questionnaire surveys and the focus group interviews the school nurses were asked to reflect on the developmental process, their collaboration, own and mutual pedagogical competence development.

Systematic peer collaboration between school nurses qualifies their learning and ability to reflect on practice, their communication with colleagues and children, and the development of new and innovative approaches to school health nursing. The introduction of peer collaboration, however, takes time and energy and it can be a challenge to introduce peer collaboration into a working culture in which school nurses traditionally work alone under prominent work and time pressures.

The study is explorative. Further research could explore the connection between collaborative learning among school nurses and the development of their competences in school health nursing.

The paper outlines how and why collaboration among school nurses should be introduced in a more systematic way into school health nursing.

The paper investigates the connection between informal educational activities for SNs and possible learning outcomes for practice. Specifically, the paper looks into different ways in which SNs collaborate and the findings contribute to new understandings of how SNs' practice can be organised in order to stimulate school nurses' participation and collaborative learning and increase the quality of school health nursing.

This article explores the impact of systematically designed online collaborative activities in two engineering undergraduate modules and key considerations for student interaction in Moodle.

The educational design research approach was chosen to improve educational practices through iterative needs analysis, design, development and implementation. The study followed design-based research (DBR) approach, with a mixed-method research design used to uncover the critical factors in designing, developing and implementing online collaborative learning activities for improving student interaction. Two iterative cycles of online collaborative learning activities were implemented using the Moodle learning management system for two modules of an engineering undergraduate degree programme at a state university in Sri Lanka.

Results indicate that students had demonstrated increased motivation for collaborative activities, and they had not experienced any significant difficulties in accessing materials or instructions. This study emphasizes that the design of learning activities has a greater influence on determining the level of interaction between the learner interface and the learner content. Also, a higher number of interactions on the wiki page improved learner-learner interactions, likely due to clear instructions and reduced complexities compared to previous Moodle activities. Overall, appropriately designed online activities can enhance students' motivation and improve communication, collaboration, cooperation and a sense of community among peers.

The study's constraints included a small sample size of 93 students in two courses, which limits generalization of the results. The study's findings should be carefully considered before being applied to courses with nontechnical content. The second constraint was the number of courses on which the activities were carried out. The activities were designed specifically for two Earth Resources engineering courses, and the developed activities addressed technical course content. The effect of the activities on students' engagement and motivation in various courses with nontechnical content must be investigated, and a complete generalization of the study's results may be called into question. As a result, careful consideration must be given to generalizing the study's findings.

The study found that authentic collaborative learning activities using online technologies increased student participation and helped them discover their engineering design skills. Future research can focus on developing activities for other technical courses and incorporating additional tools into the instructional process. The use of a design-based research approach was recommended for future studies to obtain more comprehensive results than traditional comparative study designs.

The findings of this study suggest mechanisms to improve student interaction through online collaborative activities, particularly for delivering technical content. Such an understanding of learner interactions with course content, peers, teachers and interfaces will assist in the effective transformation of traditional technical content to online delivery mode. This is a unique study of converting in-class delivered engineering module content to online delivery within an equal time frame under restricted facilities and conditions resulting from a pandemic environment.

This work aims to identify the characteristics of the coproduction of the common good, or public services, from the models of public administration found in projects awarded by the United Nations, specifically in the 2014 United Nations Public Service Award (UNPSA) category of “encouraging participation in public policy decisions through innovative mechanisms.” This multicase documentary analysis uses a typology of coproduction adapted from Salm and Menegasso (2010), which integrates several typologies of public participation. The revised typology includes five models of coproduction – community-led coproduction, state-led coproduction, self-interested coproduction, symbolic coproduction, and manipulative coproduction. The typology is used in the analysis of two United Nations award-winning projects in 2014: a community participation project for the effective management of malaria at Tha Song Yang in Thailand and the Intercouncil Forum in Brazil. This first case displays a preponderance of the self-interested coproduction ideal type, due to its focus on efficiency and delivery effectiveness of the service. The second case displays a preponderance of the symbolic coproduction ideal type due to its use of consultation practices to give the impression that there is direct participation in the decision-making, without substantive effect on the outcomes. Based on this analysis, recommendations are made for revising the criteria used by the UNPSA to ensure that projects with similar participation to those in the state-led and community-led coproduction models are awarded in the future.

This paper aims to examine how prosumption manifests in an online community, Instructables.com, and its value for those who engage with it. The paper emphasizes its distinctiveness compared to similar phenomena, particularly co-creation.

This work uses a netnography-informed research approach, involving Instructables community observations, participation and 15 online interviews with members of the community.

Prosumption provides personal benefits including hedonic elements of enjoyment and fun, functional elements of monetary saving and self-sufficiency, and cognitive benefits such as problem solving and learning. Further, extra-personal benefits include community-, environment-, market-, family- and friends-oriented benefits.

Personal and extra-personal prosumption benefits generate use and social value, progressing understanding of value through a type of prosumption that the authors term peer-to-peer.

An understanding of the differences among concepts can set expectations, responsibilities and opportunities for both firms and prosumers in an increasingly collaborative marketplace.

By critically analyzing the nature of value through a particular kind of prosumption, the paper makes three theoretical contributions. First, it transforms and broadens the scope of empirical research by clarifying critical distinctions between co-creation and prosumption and establishing them as higher-order concepts. Second, the paper determines the benefits, use and social value participants derive from particular forms of participation in the marketplace. Finally, the paper establishes a new concept, namely peer-to-peer prosumption, which the authors define as a type of prosumption that prioritizes collective, peer-to-peer use and social value over exchange value. The paper contributes to marketing literature on the ongoing evolution of consumer roles and participation in the marketplace, by furthering theorization in this field.

The purpose of the paper is to highlight the use of equity participation as an emerging strategic collaboration response to the turbulent conditions caused by digital disruption in the UK broadcast media industry.

The research is based on quantitative content analysis of 169 reported instances of strategic collaboration in the period 2010-2016.

The findings show that equity participation, as a collaborative strategy in the UK media industry, has emerged to become the predominant form of collaboration, compared to traditional forms of collaboration. The findings show that, for equity participation, a majority of stated motivations of both partners are to gain access to complementary capabilities and to reduce barriers to market entry. For the lead partner, this form of collaboration provides the capabilities to allow the other, often smaller partner, to maintain creative autonomy and agility while gaining access to the resources, content, talent and people expertise that strengthens both partners’ strategic positions.

For strategy managers, the research highlights the benefits of equity participation as a collaborative strategy in terms of dynamic response and risk-sharing, based on an industry experiencing turbulent conditions as a result of digital disruption.