Online collaborative writing, a preliminary study focused on the analysis of the process of co-writing
DOI:
https://doi.org/10.5944/ried.2.12.900Keywords:
online collaborative writing, co-writin, higher education, e-learning, blended-learning, CSCLAbstract
In this article we present an exploratory analysis of online collaborative writing activity. From a perspective that writing is a tool for collaborative learning and teaching, we designed a method to monitor the collaborative writing process. We analyzed the results of six groups whose final assignment in a course for a degree in psychology was to collaborate in the writing of an essay. Preliminary data enabled identification of the groups whose learning could be related to co-writing that favoured the appearance of argumentative and reflexive processes and enabled the group to experience processes related to those expected in communities of inquiry. The article calls for reflection on the use of the processes of collaborative writing in university teaching for monitoring student learning and providing help during the process.
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