Abstract
A collaboration script is a set of instructions used to improve collaborative learning among students in technology-enhanced environments. Previously, university students’ perspective has been under-represented in the study on collaboration scripts. In this article, we focus on understanding students’ experiences in a scripted collaborative writing task, especially from the perspective of following the script. The study was conducted among undergraduate students (N = 91) taking a master-level educational science course at one university each in Finland and Belgium. Divided into 25 groups, each with three to five members, the students worked on collaborative writing tasks. During their shared writing process within these groups, all students were introduced to a four-phase simultaneous sequential integrating construction script (SSCIS). Then, data from the students’ reflection notes on the collaborative writing process were analysed. The thematic analysis revealed that over half of the students highlighted how the introduced script provided them with appropriate support for the writing process; therefore, they used a script-based collaborative writing approach (52%). However, almost as many students (48%) viewed the script as inadequate or even impeding their accomplishment of the mutual writing task; therefore, they chose to deviate from it. In this group of students decided not to follow script-based writing engaged in the collective writing approach (32%), characterised as free form compared to sequential script-based writing. Other students opted for the separate writing approach (16%), leading them to divide the writing assignment into single parts among the group members and to compose the text without authentic collaboration. By focusing on students’ individual reflections, the findings of our study suggest that to enhance script-based learning processes, it is essential to provide guidance for the implementation of the script, additional content-related support or tailored choices.
Highlights
In higher education (HE), collaborative writing is a widely used pedagogical approach that aims to prepare students for their future working life by promoting generic skills, such as collaboration, creativity and critical and reflective thinking (Hodges 2002; Jääskelä et al 2018)
Tackling the collaborative writing task by deviating from the external script: collective writing approach Our results revealed that nearly one-third of the students (32%; 29 of 91) consistently emphasised writing collectively but stated that they actively revised or deviated from the proposed script
Tackling the collaborative writing task by deviating from the external script: separate writing approach Our results indicated that 16% (15 of 91) of the students disallowed the proposed script in order to end up with the separate writing approach, where dividing the joint writing task into separate parts was essential instead of collaborative sequential writing
Summary
In higher education (HE), collaborative writing is a widely used pedagogical approach that aims to prepare students for their future working life by promoting generic skills, such as collaboration, creativity and critical and reflective thinking (Hodges 2002; Jääskelä et al 2018). Web 2.0 technologies offer novel and flexible opportunities to develop collaborative writing interventions by means of technological tools, which intend to facilitate student groups’ ability to co-write and edit each other’s texts, share information, produce and combine new knowledge and collaborate in different ways (Aydin and Yildiz 2014). Current studies on HE have identified several positive consequences of applying the collaborative writing approach in technology-enhanced learning (TEL) settings Learning exclusively through technology requires students to possess multifaceted skills; combined with the collaborative writing approach, this makes the learning process even more complex for students. Posner and Baecker (1993) proposed a detailed taxonomy of the collaborative writing process. They characterised joint writing in terms of four central elements: roles, activities, methods for document control and writing strategies applied during the process
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Research and Practice in Technology Enhanced Learning
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
