Empirical Study on Collaborative Writing: What Do Co-authors Do, Use, and Like?

Noël, Sylvie; Robert, Jean‐Marc

doi:10.1023/b:cosu.0000014876.96003.be

Cited by 127 publications

(108 citation statements)

References 16 publications

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“…Last, it is the combination of programming frameworks and language to create a rich user experience in order to deliver applications entirely through a Web browser. Noël and Robert (2003) proposed that a computer-supported collaborative writing application should have the following features: First, the application should provide a shared virtual working space that enables students to share their artefacts. Second, it should include communication tools in order to facilitate interactions between writers and co-writers and to promote awareness among the group members.…”

Section: Collaborative Learning In Web 20 Eramentioning

confidence: 99%

Exploring factors affecting students’ continued Wiki use for individual and collaborative learning: An extended UTAUT perspective

Yueh

Huang

Chang

2015

AJET

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The purpose of this study was to investigate what factors affect students' adaptation and continued use of a Wiki system for collaborative writing tasks through an extension of the Unified Theory of Acceptance and Use of Technology (UTAUT). This study was conducted in a general education course in a university in northern Taiwan. Data were collected from surveys of 103 students after their continued writing on the CourseWiki system for one semester. With structural equation model (SEM) analysis, results from this study partially confirm that, in the UTAUT model, factors of social influence have direct and significant effects on students' actual usage of the Wiki system. Moreover, students' actual use of the Wiki influences their intention of future use. This study successfully applies the extended UTAUT model and tests the predictive power in determining students' acceptance of a Wiki system in terms of their actual use and their behavioural intentions of future use. It further provides suggestions for future research and practice, and should contribute to theoretical understanding as well as practical application of learning technology in post-secondary teaching.

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Section: Collaborative Learning In Web 20 Eramentioning

confidence: 99%

Exploring factors affecting students’ continued Wiki use for individual and collaborative learning: An extended UTAUT perspective

Yueh

Huang

Chang

2015

AJET

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“…In spite of the existence of specialised collaborative writing tools, very often when people want to collaboratively author a document they edit locally the document and then they send emails to the other members of the group transmitting them their version of the document as an attachment [12]. Users have then to manually integrate the changes done in parallel, which might become a difficult task.…”

Section: Introductionmentioning

confidence: 99%

“…Studies have shown that the most desired features users need for supporting their group work are control over document versions and concurrent access to the shared documents [12]. Concurrent access means that while a user is editing a document, the other users have the possibility to consult the document or edit it.…”

Section: Introductionmentioning

confidence: 99%

DooSo6: Easy Collaboration over Shared Projects

Ignat

Oster

Molli

2009

Lecture Notes in Computer Science

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Abstract. Existing tools for supporting parallel work feature some disadvantages that prevent them to be widely used. Very often they require a complex installation and creation of accounts for all group members. Users need to learn and deal with complex commands for efficiently using these collaborative tools. Some tools require users to abandon their favourite editors and impose them to use a certain co-authorship application. In this paper, we propose the DooSo6 collaboration tool that offers support for parallel work, requires no installation, no creation of accounts and that is easy to use, users being able to continue working with their favourite editors. User authentication is achieved by means of a capability-based mechanism.

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“…CW has several advantages over single-author writing. In a survey by Noël and Robert (2004), the participants agreed that CW resulted in richer documents owing to diverse ideas and input from co-authors with different expertise. In theory, CW should also take less time since the authors produce the text simultaneously.…”

Section: Introductionmentioning

confidence: 99%

“…Also, if each section is written by the relevant expert in the team, it is likely that the text will be better and more accurate. Participants of the same survey, however, had also pointed out the disadvantages of CW including difficult group management and coordination (Noël and Robert, 2004), and documents that are poorly structured. Extra coordination is needed in CW, especially when the authors are geographically dispersed.…”

Section: Introductionmentioning

confidence: 99%

USING NARRATIVES IN COLLABORATIVE WRITING - An Example

Silva¹

2007

Proceedings of the Ninth International Conference on Enterprise Information Systems

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Abstract:Document coherence is often harder to achieve in collaborative writing owing to a lack of group consensus and misaligned contributions by the co-authors. By 'coherence' we refer to the feature of a text that makes it easy to read and understand. This can be linked to the implicit story that a document conveys to its reader. Despite being an integral aspect of a successful document, software support for coherence is minimal. Collaborative writing tools do ensure syntactic consistency but this still does not guarantee coherence. Other approaches such as agreeing on an outline at the start can improve the document but outlines too have their shortcomings. Previously, we introduced a technique called narrative-based writing to fill these gaps and built a prototype of a tool that allows co-authors to engage in this method. The purpose of this paper is to present an example of how a team of authors can make use of this narrative-based technique and tool, and show how the corresponding document evolves.

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Empirical Study on Collaborative Writing: What Do Co-authors Do, Use, and Like?

Cited by 127 publications

References 16 publications

Exploring factors affecting students’ continued Wiki use for individual and collaborative learning: An extended UTAUT perspective

Exploring factors affecting students’ continued Wiki use for individual and collaborative learning: An extended UTAUT perspective

DooSo6: Easy Collaboration over Shared Projects

USING NARRATIVES IN COLLABORATIVE WRITING - An Example

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