Escritura colaborativa en línea. un estudio preliminar orientado al análisis del proceso de co-autoría

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.

Abstract licence: CC BY

6 more references, whose wording the paper’s licence keeps private.

A person counts once a day per paper. We keep no cookie and no address: a reader is a hash that changes every day. Any month under five reads shows no number.