Abstract
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.
Highlights
In this article we present an exploratory analysis of online collaborative writing activity
Un Estudio Preliminar Orientado al Analisis del Proceso. 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
Summary
Además, se ha abordado desde perspectivas centradas en comprender lo que las personas hacen con dichos instrumentos y, sobre todo, desde la necesidad de estudiar y analizar todo lo que está en juego en nuestra alfabetización y en nuestro carácter de alfabetizados. Desde una perspectiva de uso podemos plantear que la escritura cumple una doble función: la primera, comunicativa, transaccional o interpersonal (escribir para interactuar con otras personas o para comunicarnos); y, la segunda, representativa o ideacional (escribir para expresar conocimientos, ideas, sentimientos, representarnos o recrearnos los objetos de nuestro pensamiento). Para autores como Miras (2000), escribir reflexivamente supone algo más que el dominio de las estrategias de composición, supone la capacidad y la intención de reflexionar y cuestionar los propios conocimientos, la habilidad de identificar los aspectos confusos y contradictorios en el texto, la capacidad de leer de manera estratégica y, sobre todo, la capacidad de releerse. En los siguientes apartados presentaremos algunas ideas clave para entender cómo se insertan actualmente las TIC en los procesos de escritura y cómo se ha estudiado la escritura colaborativa
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