Synchronous Collaborative Writing in the Classroom: Undergraduates' Collaboration Practices and their Impact on Writing Style, Quality, and Quantity
Synchronous Collaborative Writing in the Classroom: Undergraduates' Collaboration Practices and their Impact on Writing Style, Quality, and Quantity
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课堂同步协作写作：本科生的协作实践及其对写作风格、质量和数量的影响
DOI：
10.1145/2998181.2998356
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
M. Warschauer
中科院分区：
文献类型：
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作者：
Soobin Yim;Dakuo Wang;J. Olson;Viet Vu;M. Warschauer
使用Google文档同时协作写作和编辑的小组活动在高等教育中越来越普遍。尽管研究表明，同步合作可以带来多种好处，例如提高生产力和写作质量，但对课堂上的这些写作实践及其对学生写作的影响知之甚少。使用混合方法，我们进行了一项实证研究，探讨了由82名本科生生产的45个Google Docs文档中的同步协作的不同样式，以及学生的实践如何影响最终文本的特定维度，包括质量。结果表明，（a）在四种样式中，分裂和征服风格倾向于产生质量更高的文本，而主要作家的质量得分最低，并且（b）平衡的参与和同行编辑的数量，导致更长的文本质量更高。内容，证据，但没有组织或力学的分数。鉴于这些结果，我们为协作写作系统提出了一些设计功能，并为教学实践提出了指南。
Group activities that use Google Docs for simultaneous collaborative writing and editing are increasingly common in higher education. Although studies show that synchronous collaboration can bring multiple benefits, such as enhanced productivity and writing quality, little is known about these writing practices in classrooms and their impact on students' writing. Using a mixed method approach, we conducted an empirical study that explores the different styles of synchronous collaboration in 45 Google Docs documents produced by 82 undergraduate students, and how students' practices affect the specific dimensions of the final text including quality. The results suggest that (a) out of four styles, Divide and Conquer style tended to produce better quality text whereas Main Writer had the lowest quality scores, and that (b) balanced participation and amount of peer editing led to longer texts with higher quality scores for content, evidence, but not organization or mechanics. Given these results, we suggest several design features for collaborative writing systems and propose guidelines for instructional practices.