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How do learners experience joint writing: University students' conceptions of online collaborative writing tasks and environments
ARTICLE

, , Faculty of Education and Social Work, Australia

Computers & Education Volume 82, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

This paper presents a phenomenographic study investigating university students' conceptions of Online Collaborative Writing (OCW) and of an effective learning environment for OCW tasks. To date, there has been little investigation of the expectations that students bring to OCW tasks and of how they interpret the OCW affordances offered to them. Knowledge about students' experiences of the OCW phenomenon and of what they conceive to be an effective OCW environment can provide important insights into the improved design and scaffolding of these collaborative learning experiences. Fifteen university students with varying levels of OCW experience were interviewed in this study. The findings showed that these students conceived of OCW in four qualitatively distinct ways, namely: a) as a way

Citation

Limbu, L. & Markauskaite, L. (2015). How do learners experience joint writing: University students' conceptions of online collaborative writing tasks and environments. Computers & Education, 82(1), 393-408. Elsevier Ltd. Retrieved July 24, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2014.11.024

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