PDF- Collaborative Writing Tools

PDF- Collaborative Writing Tools - International Jl on...

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Collaborative Writing: Online Versus Frontal DAVID PASSIG AND GALI SCHWARTZ Bar-Ilan University, Israel [email protected] [email protected] Students in higher education, most frequently, use the frontal approach while being asked to collaborate on a writing assign- ment. However, the difficulty in collaborative writing using conventional technologies such as pen and paper, board or computer is the limited ability to view the work of your peers during the process (Baeker, Glass, Mitchell, & Posner, 1994). The aim of this study was to examine the quality of an online synchronized collaboratively written academic assign- ment by graduate students. We used the GROOVE tools to facilitate this study. The products of the online synchronized collaboratively written assignments were compared with sim- ilar products produced in a frontal and collaborative face-to- face approach. The study examined the academic quality of the written products achieved with both collaborative meth- ods – online versus frontal. The qualities of the written papers were examined with an instrument called the Cognitive Level and Quality Writing Assessment (CLAQWA) (Flateby & Metzger, 2001). The instrument defines the parameters of the quality of an acade- mic paper, which reflect the writing skills based on Bloom's taxonomy (1954). The findings of this study indicate that col- laborative writing in a peer-to-peer (P2P) synchronized online environment could produce a paper of a higher quality than that produced in a P2P frontal face-to-face (F2F) environment. Collaborative writing is widely practiced in business and academia set- tings. Ede and Lunsford (1990) found that subjects from varied and differ- ent areas stated that writing is important or very important for them in car- rying-out successful assignments. They found that most of the writing, even at the early stage of the Internet (Net) in the 1990s, was done primarily in a collaborative manner. International Jl. on E-Learning (2007) 6 (3), 395-412
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The typology of every collaborative writing task (McGrath, 1984) is described in early literature as an intellective group assignment, whose main interest is finding a solution to a problem by locating the correct answer or agreed-upon formula for a defined problem. However, since then, to the best of our knowledge, no guidance was developed to address the problems that arise in the collaborative writing process. This situation has turned the process of collaborative writing into a complex task. On the other hand, the literature dealing with the individual writer describes a large number of textual possibilities open for the individual as he or she writes. One can find in the literature numerous detailed processes and stages an individual can follow to improve his or her writing. These process- es present the writer with many ideas to improve his goals, conviction, struc- ture, and so forth (Sharples, 1993).
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PDF- Collaborative Writing Tools - International Jl on...

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