Search results

The purpose of this paper is to explore the differences between collaborative and individual search techniques in a scenario-based task focussed on query behavior, cognitive load, search time, and task type about the search.

To help understand the influences on searching for relevant information in pairs or individual contexts, the authors conducted an exploratory user study with 30 participants, using two search tasks completed in a controlled laboratory setting.

On the basis of the analysis, the authors found that collaborative search teams resulted in more queries, more diverse query terms, and more varied query results compared to those working individually. The study results indicated that the cognitive load imposed on the participants did not differ between a collaborative search and an individual search except for the component of performance on the NASA Task Load Index. The results further showed that the total search time was a significant difference on average between the two conditions (i.e. individual information search and collaborative information search) for the second task. And there were significant differences of the mean of total search time between the two tasks for the both conditions. The authors also found that there was no significant relationship between query behavior and the total cognitive load.

The findings from this study have implications for a better understanding of collaborative search interface design, searchers’ cognitive load, query behavior, and general collaborative information search.

The purpose of this paper is to clarify the CSCW in collaborative 4D modelling and its user interface (UI)/interaction designs for prototyping. Four-dimensional (4D) modelling technology has potentials to integrate geographically dispersed planners to achieve collaborative construction planning. However, applying this technology in teamwork remains a challenge in computer-supported collaborative work (CSCW).

The research adopted user-centred design (UCD) methodology to investigate a usable 4D collaboration prototype through analysis, design and usability testing. By applying CSCW theories, it first clarified the meaning of 4D CSCW to formulate design propositions as design target. By leveraging UCD theories, subsequently, the first-stage research sought an optimal standalone 4D modelling prototype following a parallel design approach. At the second stage, it further investigated into a collaborative 4D modelling prototype using an iterative design. It adopted collaborative task analysis into the UI/interaction design extension for a collaborative prototype based on results obtained from the first stage. The final usability testing was performed on the collaborative prototype to evaluate the designed CSCW and UI in a controlled geographically dispersed teamwork situation.

The test results and user feedback verified their usability. It also disclosed design weaknesses in collaborators’ awareness and smooth tasks’ transitions for further enhancement.

The combination of CSCW and UCD theories is practical for designing collaborative 4D modelling. It can also benefit designs for collaborative modelling in other dimensions like cost analysis, sustainable design, facility management, etc. in building information modelling.

This chapter provides a comprehensive review of research and developments relating to the use of Web 2.0 technologies in education. As opposed to early educational uses of the Internet involving publication of static information on web pages, Web 2.0 tools offer a host of opportunities for educators to provide more interactive, collaborative, and creative online learning experiences for students. The chapter starts by defining Web 2.0 tools in terms of their ability to facilitate online creation, editing, and sharing of web content. A typology of Web 2.0 technologies is presented to illustrate the wide variety of tools at teachers’ disposal. Educational uses of Web 2.0 technologies such as wikis, blogs, and microblogging are explored, in order to showcase the variety of designs that can be utilized. Based on a review of the research literature the educational benefits of using Web 2.0 technologies are outlined, including their ability to facilitate communication, collaborative knowledge building, student-centered activity, and vicarious learning. Similarly, issues surrounding the use of Web 2.0 tools are distilled from the literature and discussed, such as the possibility of technical problems, collaboration difficulties, and plagiarism. Two case studies involving the use Web 2.0 tools to support personalized learning and small group collaboration are detailed to exemplify design possibilities in greater detail. Finally, design recommendations for learning and teaching using Web 2.0 are presented, again based on findings from the research literature.

The purpose of this paper is to explore users’ learning in the collaborative information search process when they conduct an academic task as a group.

This paper presents a longitudinal study for a three-month period on an actual task. The participants, who were undergraduate students, needed to write a research proposal in three months to apply for funding for a research project, including a three-hour experiment.

The results show that undergraduates’ learning in the collaborative search process for academic group work included knowledge reconstruction, tuning, and assimilation. Their understanding of the topic concepts improved through the process, and their attitudes became more optimistic. Besides, the learning in the collaborative information search process also enhanced participants’ skills in communication, research, information search, and collaboration. To improve learning outcomes, professional and appropriate academic resources are required, as well as effective division of labor, positive sharing behaviors, and use of collaborative systems.

The future development of collaborative information search systems should focus on the needs of academic research and support for elements such as instant communication and knowledge sharing.

This paper contributes to research into searching as learning by understanding undergraduates’ collaborative search behavior for writing a proposal.

Although proactivity is thought to have positive effects in the workplace, researchers still need to learn more about the contingent aspects of these effects. Proactivity, a challenging form of promotive behavior that is generally desired by organizations, can lead to unexpected consequences such as role overload, job strain, and conflict with coworkers, which may undermine future proactivity. The purpose of this paper is to examine the impact of proactive behavior on job satisfaction, affective commitment, and conflict with coworkers, in the context of collaborative work. This study investigates the extent to which collaborative behavior, an affiliative form of promotive behavior, can mitigate the impact of proactive behavior on conflict and promote positive individual psychosocial outcomes, thus making proactive behavior more sustainable in the workplace.

Using a survey methodology, data were collected from a sample of 170 teachers engaged in collaborative work.

Results show that both proactivity and collaborative behavior positively impact affective outcomes, but have opposite effects on conflict. Collaborative behavior complements proactive behavior in that it enhances the effects of proactivity on satisfaction and reduces its impact on conflict.

Creating the appropriate organizational conditions to support employee proactivity is critical for enhancing proactive employees’ work experience and success, effectively motivating and retaining them, and promoting future proactivity. The results indicate that collaboration creates a context where the positive effects of proactivity are enhanced and its negative effects are weakened.

This research is one of the first studies to examine the interactive effects of proactivity and collaboration. The study shows that collaborative behavior can play an important role in enhancing the benefits of proactivity. Thus, the research advances a contingency perspective of proactivity and contributes to a better understanding of its effects.

This study employs situated learning theory to elucidate the mechanisms of interorganizational collaboration by analyzing the relationships among absorptive capacity, institutional compensation, task cognitive integration and interorganizational collaboration in BIM-enabled construction projects.

An online questionnaire survey was conducted with managers and professionals involved in building information modeling (BIM-) enabled construction projects, and 220 valid responses were received. Data were analyzed by means of the linear regression models and bootstrap method.

The results show that (1) absorptive capacity, institutional compensation and task cognitive integration have a positive impact on interorganizational collaboration; (2) institutional compensation partially mediates the effect of absorptive capacity on interorganizational collaboration; (3) task cognitive integration fully mediates the effect of absorptive capacity on interorganizational collaboration; (4) institutional compensation and task cognitive integration serially and fully mediate the relationship between absorptive capacity and interorganizational collaboration and (5) the serial mediating model has a greater indirect effect than the other two models considered in this study.

This study contributes to the body of knowledge by demonstrating the way to break through the three types of organizational boundaries (i.e. syntactic, semantic and pragmatic organizational boundaries) and provide an internal collaborative mechanism from the perspective of situated learning theory. This study presents the critical effects of absorptive capacity, institutional compensation and task cognitive integration on interorganizational collaboration, selects the enhanced mediating model for explaining the effects of absorptive capacity on interorganizational collaboration and enables managers to update the traditional collaborative model in BIM-enabled construction projects.

This paper aims to propose a new theoretical perspective on the organizational design of offshoring service organizations by adopting an information processing perspective which incorporates the factors of collaborative information technologies, task commoditization and global customer service delivery that are characteristic of modern-day knowledge-intensive service (KIS) organizations.

The authors analyze data from a large multiyear survey of offshoring service providers conducted in 12 countries.

The authors show how use of collaborative technology is significantly and positively related to spatial and configurational dispersion, task commoditization is significantly and positively related to spatial and temporal dispersion and need for global customer presence is not related to spatial, temporal or configurational dispersion.

The paper integrates concepts from management information system (MIS), operations management and international business to show how collaborative technology, task characteristics and customer service requirements affect the global dispersion of KISs.

The results show how use of collaborative technology, task characteristics and global customer service requirements need to be jointly considered in the global dispersion of activities by KIS providers.

The study sheds light on the effect of the key factors on different dimensions of global dispersion (i.e. spatial/temporal/configurational dispersion) in offshoring service provider organizations. Second, it shows how the traditional information processing perspective on organizations can be updated and applied to KIS organizations by incorporating the factors of global collaborative information technologies, task commoditization and global customer service.

The purpose of this paper is to investigate when and how people working in collaboration could be benefitted by an exploratory search task, specifically focussing on team size and its effect on the outcomes of such a task.

The paper investigates the effects of team sizes on exploratory search tasks using a lab study involving 68 participants – 12 individuals, ten dyads, and 12 triads. In order to assess various factors during their exploratory search sessions, an evaluation framework is synthesized using relevant literature. The framework consists of measures for five groups of quantities relevant to exploratory search: information exposure, information relevancy, information search, performance, and learning.

The analyses on the user study data using the proposed framework reveals that while individuals working alone cover more information than those working in teams, the teams (dyads and triads) are able to achieve better information coverage and search performance due to their collaborative strategies. In many of the measures, the triads are found to be even better than the dyads, demonstrating the value of adding a collaborator to a search process with multiple facets.

The findings shed light on not only how collaborative work could help in achieving better results in exploratory search, but also how team sizes affect specific aspects – information exposure, information relevancy, information search, performance, and learning – of exploratory search. This has implications for system designers, information managers, and educators.

This paper aims to identify the opinions of undergraduate students on the importance of internet‐based information sources when they undertake academic tasks.

Based on a set of identified typical academic tasks for undergraduate students, three research questions were designed around the students' usage and views of information resources for completing these tasks. Web‐accessible questionnaires were used to collect data from participants in two universities in the USA and China, and the data were analyzed using quantitative methods, which included several statistic methods.

The results confirm that undergraduate students use different information resources for various academic tasks. In their tasks, online electronic resources including search engines are the most commonly used resources, particularly for complex academic tasks. Social networking sites are not used for the students' individual academic tasks, and traditional resources still play equal or more important roles in certain specific academic tasks. Students in collaborative tasks look for resources that make it easy to share documents. Participants from the two countries also exhibit interesting and important differences in their usage of information resources.

This study examines undergraduate students' usages and views of different information resources in their various academic tasks, and pays special attention to the impacts of being from their different countries. The study also considers both students' individual academic tasks and collaborative tasks. This study is an invaluable addition to the information seeking behaviour literature.

The purpose of this paper is to construct a task assignment model for U-shaped production lines with collaborative task, which is optimized by minimizing the number of workers and balancing the workload of the operators. The ultimate goal is to increase productivity by increasing the U-line balance and balancing the load on the operators.

First, task selection and update mechanism are analyzed and the task selection mechanism suitable for collaborative task is proposed. Second, M-COMOSAL is obtained by improving the original COMOSAL. Finally, The M-COMOSAL algorithm and the COMAOSAL algorithm are used to perform job assignment on the double-acting clutch U-shaped assembly line.

According to the allocation scheme obtained by M-COMSOAL, the beat can be adjusted according to the change of order demand. The final allocation scheme is superior to the COMSOAL algorithm in terms of number of workers, working time, production tempo and balance rate. In particular, compared with the old scheme, the new scheme showed a decrease of 16.7% in the number of employees and a 18.8% increase in the production line balance rate. Thus, the method is helpful to reduce the number of operators and balance the workload.

The new algorithm proposed in this paper for the assignment of collaborative task can minimize the number of workers and balance the load of operators, which is of great significance for improving the balance rate of U-shaped production lines and the utilization of personnel or equipment.