While collaborative learning and collaborative writing can be of great value to student learning, the implementation of a technology-supported collaborative learning environment is a challenge. With their built-in features for supporting collaborative writing and social communication, wikis are a promising platform for collaborative learning; however, wiki-supported collaborative learning cannot function without an effective learning design. This article highlights theory and prior research on wiki use in education and uses a design-based approach to develop strategies for using wikis to support collaborative learning in a classroom environment. In order to explore and refine these strategies, an iterative, design-based research method is used to create wiki-supported collaborative classroom activities. The authors discuss the design approach as it relates to wikis and consider the strategies that develop over four design iterations, including suggestions for learning community management, inquiry-based topic selection, teacher scaffolding, student evaluation and supporting wiki technology with other social media. This study demonstrates that while wikis can be a tool for post-secondary collaborative learning, appropriate pedagogical supports are required for successful implementation.

While HCI has focused on multitasking with information workers, we report on multitasking among Millennials who grew up with digital media--focusing on college students. We logged computer activity and used biosensors to measure stress of 48 students for 7 days for all waking hours, in their in situ environments. We found a significant positive relationship with stress and daily time spent on computers. Stress is positively associated with the amount of multitasking. Conversely, stress is negatively associated with Facebook and social media use. Heavy multitaskers use significantly more social media and report lower positive affect than light multitaskers. Night habits affect multitasking the following day: late-nighters show longer duration of computer use and those ending their activities earlier in the day multitask less. Our study shows that college students multitask at double the frequency compared to studies of information workers. These results can inform designs for stress management of college students.

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The amount of sleep college students receive has become a pressing societal concern. While studies show that information technology (IT) use affects sleep, here we examine the converse: how sleep duration might affect IT use. We conducted an in situ study, and logged computer and phone use and collected sleep diaries and daily surveys of 76 college students for seven days, all waking hours. We examined effects of sleep duration and sleep debt. Our results show that with less sleep, people report higher perceived work pressure and productivity. Also, computer focus duration is significantly shorter suggesting higher multitasking. The more sleep debt, the more Facebook use and the higher the negative mood. With less sleep, people may seek out activities requiring less attentional resources such as social media use. Our results have theoretical implications for multitasking: physiological and cognitive reasons could explain more computer activity switches: related to less sleep.

We take an ecological approach to studying social media use and its relation to mood among college students. We conducted a mixed-methods study of computer and phone logging with daily surveys and interviews to track college students' use of social media during all waking hours over seven days. Continual and infrequent checkers show different preferences of social media sites. Age differences also were found. Lower classmen tend to be heavier users and to primarily use Facebook, while upper classmen use social media less frequently and utilize sites other than Facebook more often. Factor analysis reveals that social media use clusters into patterns of content-sharing, textbased entertainment/discussion, relationships, and video consumption. The more constantly one checks social media daily, the less positive is one's mood. Our results suggest that students construct their own patterns of social media usage to meet their changing needs in their environment. The findings can inform further investigation into social media use as a benefit and/or distraction for students.