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...

E-learning students’ fora were studied both manually and by computer. Physically distant students were asked to collaborate to write a program in small groups. Tutors evaluated the records of their discussions to assess the collaborative process and its phases. Discussions were also studied as a collective discourse directed by a goal. Computer parsing based on a discourse model was achieved. R...

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 ...

This case study investigated the attitudes and perceptions of primary school students and their teacher toward collaborative writing using a wiki technology in a Chinese writing class in China. An online collaborative writing environment named “Joyous Writing Club” (JWC) was designed and developed using a wiki. Participants included 59 primary four students and their Chinese language teacher. T...

Hui-Chin Yeh, National Yunlin University of Science and Technology Collaborative writing (CW) research has gained prevalence in recent years. However, the ways in which students interact socially to produce written texts through synchronous collaborative writing (SCW) is rarely studied. This study aims to investigate the effects of SCW on students’ writing products and how collaborative dialogu...

Introduction: The collaborative learning and interactive electronic-learning (e- learning) is one of the key factors in education system success. This study examined the collaborative e-learning in the framework of constructivism theory. Methods: This is a review article. The databases such as Scientific Information Databases, Magiran, Science Direct, and Google Scholar were reviewed. Also,...