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Mobile technology research focuses on supporting the individual mobile worker. CCSW research has primarily focused on supporting distributed, but fixed‐site workers. This research bridges both research foci by expanding to include mobile, anytime, anyplace support. The VLab (Virtual laboratory) provides anytime, anyplace process support for mobile software development teams. A longitudinal evaluation of group interactions in multiple extant teams establishes a baseline that helps to identify process support requirements. This baseline can be used to judge the effect of introducing process support technology that addresses specific context variables in group interactions.

Mobile technology research focuses on supporting the individual mobile worker. Computer supported co‐operative work research has primarily focused on supporting distributed, but fixed‐site workers. Bridges both research foci by expanding to include mobile, any‐time, any‐place support. The complementary goal is to investigate better ways to prepare future team members for the new demands in the workplace. The VLab (Virtual laboratory) provides any‐time, any‐place process support for mobile software development teams. Presents a model that focuses on the processes involved in complex systems development and learning, and research propositions to evaluate mobile any‐time, any‐place support. Baseline measurements have been obtained and early results support the value of mobile group support technology.

This paper investigates the use of process redesign tools and techniques in education. We argue that process thinking is an important strategy for improving education. An adaptation of business process redesign to learning is presented by integrating together concepts from educational theory, computer mediated communication, and business process redesign. Three conventional educational processes ‐ questioning, discussion, and document exchange ‐ are analyzed and redesigned with electronic mail, bulletin board, and World Wide Web technologies. The characteristics of each technology and its potential for process redesign are outlined. The results of an exploratory case study show that learning process redesign is viable and can impact ON educational outcomes. We conclude with suggestions for future research.