An Experiment in Collaborative Writing

Péres, Paula; Pimenta, Pedro

doi:10.1007/978-1-84628-929-3_6

Cited by 4 publications

(3 citation statements)

References 1 publication

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“…Collaborative learning can also help students build valued teamwork skills in less direct ways, including demonstrating how to: manage conflict, be non-judgmental, be sensitive to cultural differences, be adaptable, negotiate differences, build trust, learn from one another, and share ideas as well as listen to the ideas of others (Baskin, 2001;Bruffee, 1998;Grodecka, Wild, & Kieslinger, 2008;Haythornthwaite, 2006;Hiltz et al, 2005;Ingleton et al, 2000;McInnerney & Roberts, 2009;Payne et al, 2006;Peres & Pimenta, 2007;Roberts, 2005).…”

Section: Social Benefitsmentioning

confidence: 99%

“…A social benefit specific to collaborative writing can be seen in the review-revision process. Peres and Pimenta (2007) explain that when students write collaboratively, they are more likely to accept and make revisions suggested by team members because "people are uncertain of their points of view and try to form a new solution, qualitatively better through the understanding of the perspectives and the reasoning of other people" (p. 60). But at the same time, through this collaborative interaction, a student also discovers "what one really thinks and how much one will defend that thinking or be willing to change it" (Altany, 2000).…”

Section: Social Benefitsmentioning

confidence: 99%

“…Like the social benefits of collaborative writing, the academic benefits of collaborative writing often overlap those of collaborative learning. These include students: creating a deeper understanding of course material; improving their motivation to learn; and increasing metacognitive and critical thinking skills (Altany, 2000;Busschots et al, 2007;Gijsbert Erkens et al, 2003;Peres & Pimenta, 2007).…”

Section: Academic Benefitsmentioning

confidence: 99%

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The suitableness of Google Documents as a student collaborative writing tool

Vens

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Collaborative writing appears to be an academic exercise whose relevance will only continue to rise, especially with the ever-increasing arrival of newer technology easily appropriated for educational uses. Often this new technology is commercially produced or open source, free, incredibly intuitive to use, and most important, created for the express purpose of facilitating collaborative writing. It is important to understand if these new technologies, commonly referred to as collaborative writing environments, offer a common-sense, low-to-nocost means for institutions of higher learning to address the challenge of teaching collaborative writing skills to students. This qualitative research study analyzed one of these new tools, Google Documents, to determine its suitability as a collaborative writing environment for students.Google Documents was the object of inquiry because of its recent adoption campus-wide for all students to use at Iowa State. A dual approach to investigate Google Documents was conducted to determine its suitability as a collaborative writing environment for students. A set of criteria, which I coined The Essential Collaborative Writing Toolkit, for evaluating collaborative writing environments was drawn from the research literature. I was then able to measure Google Documents against these criteria in order to see if it adequately met the specifications needed for a successful collaborative writing environment. Students were also interviewed to discover their experiences using Google Documents. A transcript analysis of these interviews was then made.My findings suggest that Google Documents, with little exception, is an appropriate collaborative writing environment for students. I came to this determination following the synthesis of two things: the results of seeing how well Google Documents met the standards of The Essential Collaborative Writing Toolkit, and students' impressions of Google Documents taken from the transcript analyses. CHAPTER 1. OVERVIEW"Collaborative writing reminds students that we are individuals in concert where the music needs all the players for its greatest and resounding sound." -Alan Altany, Shibboleths and the techniques of technological idolatries."Writing is one decision after another. And learning to make knowledgeable, discerning, reliable decisions in any activity is something we learn best collaboratively." -Kenneth Bruffee, Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge."The original thing I wanted to do was make the Web a collaborative medium, a place where we can all meet and read and write." -Tim Berners-Lee, inventor of the WWW, Tim Berners-Lee: Weaving a Semantic Web.Collaborative writing helps people work with others, develop an ability to both hear and listen, find out what one really thinks and how much one will defend that thinking or be willing to change it. It develops friendships that transcend class periods and proximity of chairs, benefit from other perspectives, worldviews, interpretations. Partic...

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Section: Social Benefitsmentioning

confidence: 99%

Section: Social Benefitsmentioning

confidence: 99%

Section: Academic Benefitsmentioning

confidence: 99%

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The suitableness of Google Documents as a student collaborative writing tool

Vens

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Writing Collaboratively Via WIKI: An English Teaching Study

Liu

Jiao

Chen³

2016

Lecture Notes in Computer Science

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The Effects of Wiki-Based Recursive Process Writing on Chinese Narrative Essays for Chinese as a Second Language (CSL) Students in Singapore

Chin¹,

Gong²,

Tay³

2015

IAFOR J Educ

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This paper reports on the effects of using wiki-based process writing in Singapore's Chinese as a Second Language (CSL) scenarios. A group of 32 Secondary 1 (Seventh Grade) students ("Students") received various forms of online scaffolding at different steps of the writing process over two years. A whole set of teaching materials on 45 writing skills was developed and uploaded to the Wiki platform through five recursive cycles. In each cycle, the students were encouraged to apply skills they learned via Wiki platform in their writing and afterwards work as a team in the platform to peer-review each other's first draft. With feedback received from peer revision, students proceeded to edit their first draft, focusing on the content of narratives and the appropriateness on their use of micro writing skills. The scaffolding decreased as the project progressed. Students' pre-, mid-and post-writing tests were marked and compared. The authors analyzed the impact that the feedback in the process had towards the students' overall writing performance. It was discovered that students' quality of written products was improved in general. It was also discovered that students benefited the most from giving remarks to their peers' writing. The revision patterns of high, medium and low language ability students were also compared. It was found that the higher the language ability of the students, the more concerned they were with macro level for their revisions. ICT-mediated process writing has not garnered much attention in the field of CSL. The study hopes to contribute to the literature of ICTmediated writing instruction in the field of CSL.

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An Experiment in Collaborative Writing

Cited by 4 publications

References 1 publication

The suitableness of Google Documents as a student collaborative writing tool

The suitableness of Google Documents as a student collaborative writing tool

Writing Collaboratively Via WIKI: An English Teaching Study

The Effects of Wiki-Based Recursive Process Writing on Chinese Narrative Essays for Chinese as a Second Language (CSL) Students in Singapore

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