Health Science teams are increasingly interprofessional and often require use of information communication technology. These shifts result in a need for health science students to learn online interprofessional teamwork skills early in their training. In response, one interprofessional communication skills course was remodelled from traditional Problem-based learning (PBL) to include learning i...

The increasing advances of Internet Technologies in all application domains have changed life styles and interactions. With the rapid development of E-Learning, collaborative learning is an important for teaching, learning methods and strategies. Interaction between the students also student with the teacher is important for student to gain knowledge. Based on the four basic teaching styles for...

This study aims to identify practical issues and concerns about collaborative learning in the workplace. For this purpose, the study examines perceptions of corporate personnel including learning managers and instructional designers related to workplace collaboration and associated technology tools that might foster or enhance it. First, we identify future research interests and concerns relate...

The benefits of collaborative activities have been demonstrated in many domains, but there remain mixed results across several others as to whether collaborative groups can achieve greater performance than individuals, and can achieve greater performance than nominal group comparisons. Here we develop a task that is especially suited to testing collaborative gains. In a collaborative crossword ...

Understanding the processes and dynamics behind the collaborative construction of ontologies will enable the development of quality ontologies in distributed settings. In this paper, we investigate the collaborative processes behind ontology development with two Web-based modeling tools, WebProtégé and MoKi. We performed a quantitative analysis of user activity logs from both tools. This analys...

Higher education institutions (HEIs) are largely built on the assumption that learning is an individual process best encouraged by explicit teaching that is, on the whole, separated from social engagement with those outside the university community. This perspective has been theoretically challenged by those who argue for a social constructivist learning theory and a more collaborative approach...