Psychologists have been taking an increasing interest in the writing process over the last decade and models of human cognition and task behaviour during writing are emerging (see e.g., Hayes and Flower 1980, Sharples et al 1989). Though we are far short of a complete model of this process several basic components have been identified and most theorists allude to these at some stage in their de...

Synchronisation of replicated shared data is a key issue in collaborative writing systems. Most existing synchronization tools are specific to a particular type of shared data, i.e. text files, calendars, XML files. Therefore, users must use different tools to maintain their different copies up-to-date. In this paper we propose a generic synchronization framework based on the operational transf...

This paper analyses transformations in collaborative activities that a computersupported collaborative writing system introduces into co-authors’ practices, and, discusses implications for the design of collaborative tools for writing. The analysis is grounded in user studies of four different groups of co-authors writing an academic report during two different collaborative situations. Two gro...

This paper presents an analysis of the modifications that a synchronous computer support for collaborative writing introduces into the organization of the co-authors’ writing. The analysis is grounded in case studies of different groups of co-authors writing a report together face-toface and at a distance through a collaborative writing computer system. Drawing from these studies I suggest that...

A common form of collective memory is the groupauthored document. Examining collaborative writing from the group memory perspective may yield important design and theoretical insights. This paper views collaborative writing as a cognitive process in which a portion of group memory is formalized. This view is the basis for expanding an existing model of individual writing to include colla.borati...

Wikis are promoted as collaborative writing tools that allow students to transform a text into a collective document by information sharing and group reflection. However, despite the promising collaborative capabilities of wikis, their pedagogical value regarding collaborative writing is still questionable. Wiki alone cannot make collaborative writing happen, and students do not automatically b...

Research in L1 writing has found numerous benefits of employing collaborative learning in the classroom. The research findings on group work provide clear evidence that engaging learners in group activities increases opportunities for students to engage in the negotiation of meaning, which further leads to better acquisition. The present study, implementing two different collaborative feedback ...