Scripting as a pedagogical method to guide collaborative writing: university students’ reflections
Abstract A collaboration script is a set of instructions used to improve collaborative learning among students in technology-enhanced environments. Previously, university students’ perspective has been under-represented in the study on collaboration scripts. In this article, we focus on understandin...
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| Format: | Article |
| Language: | English |
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The Asia-Pacific Society for Computers in Education (APSCE)
2020-07-01
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| Series: | Research and Practice in Technology Enhanced Learning |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s41039-020-00131-x |
| _version_ | 1797709181821648896 |
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| author | Kirsi Heinonen Nore De Grez Raija Hämäläinen Bram De Wever Sophie van der Meijs |
| author_facet | Kirsi Heinonen Nore De Grez Raija Hämäläinen Bram De Wever Sophie van der Meijs |
| author_sort | Kirsi Heinonen |
| collection | DOAJ |
| description | Abstract A collaboration script is a set of instructions used to improve collaborative learning among students in technology-enhanced environments. Previously, university students’ perspective has been under-represented in the study on collaboration scripts. In this article, we focus on understanding students’ experiences in a scripted collaborative writing task, especially from the perspective of following the script. The study was conducted among undergraduate students (N = 91) taking a master-level educational science course at one university each in Finland and Belgium. Divided into 25 groups, each with three to five members, the students worked on collaborative writing tasks. During their shared writing process within these groups, all students were introduced to a four-phase simultaneous sequential integrating construction script (SSCIS). Then, data from the students’ reflection notes on the collaborative writing process were analysed. The thematic analysis revealed that over half of the students highlighted how the introduced script provided them with appropriate support for the writing process; therefore, they used a script-based collaborative writing approach (52%). However, almost as many students (48%) viewed the script as inadequate or even impeding their accomplishment of the mutual writing task; therefore, they chose to deviate from it. In this group of students decided not to follow script-based writing engaged in the collective writing approach (32%), characterised as free form compared to sequential script-based writing. Other students opted for the separate writing approach (16%), leading them to divide the writing assignment into single parts among the group members and to compose the text without authentic collaboration. By focusing on students’ individual reflections, the findings of our study suggest that to enhance script-based learning processes, it is essential to provide guidance for the implementation of the script, additional content-related support or tailored choices. |
| first_indexed | 2024-03-12T06:32:40Z |
| format | Article |
| id | doaj.art-0f4c379cf2e44311bf2237b2be1f074b |
| institution | Directory Open Access Journal |
| issn | 1793-7078 |
| language | English |
| last_indexed | 2024-03-12T06:32:40Z |
| publishDate | 2020-07-01 |
| publisher | The Asia-Pacific Society for Computers in Education (APSCE) |
| record_format | Article |
| series | Research and Practice in Technology Enhanced Learning |
| spelling | doaj.art-0f4c379cf2e44311bf2237b2be1f074b2023-09-03T01:29:31ZengThe Asia-Pacific Society for Computers in Education (APSCE)Research and Practice in Technology Enhanced Learning1793-70782020-07-0115112010.1186/s41039-020-00131-xScripting as a pedagogical method to guide collaborative writing: university students’ reflectionsKirsi Heinonen0Nore De Grez1Raija Hämäläinen2Bram De Wever3Sophie van der Meijs4Department of Education, University of JyväskyläDepartment of Educational Studies, Ghent UniversityDepartment of Education, University of JyväskyläDepartment of Educational Studies, Ghent UniversityDepartment of Education, University of JyväskyläAbstract A collaboration script is a set of instructions used to improve collaborative learning among students in technology-enhanced environments. Previously, university students’ perspective has been under-represented in the study on collaboration scripts. In this article, we focus on understanding students’ experiences in a scripted collaborative writing task, especially from the perspective of following the script. The study was conducted among undergraduate students (N = 91) taking a master-level educational science course at one university each in Finland and Belgium. Divided into 25 groups, each with three to five members, the students worked on collaborative writing tasks. During their shared writing process within these groups, all students were introduced to a four-phase simultaneous sequential integrating construction script (SSCIS). Then, data from the students’ reflection notes on the collaborative writing process were analysed. The thematic analysis revealed that over half of the students highlighted how the introduced script provided them with appropriate support for the writing process; therefore, they used a script-based collaborative writing approach (52%). However, almost as many students (48%) viewed the script as inadequate or even impeding their accomplishment of the mutual writing task; therefore, they chose to deviate from it. In this group of students decided not to follow script-based writing engaged in the collective writing approach (32%), characterised as free form compared to sequential script-based writing. Other students opted for the separate writing approach (16%), leading them to divide the writing assignment into single parts among the group members and to compose the text without authentic collaboration. By focusing on students’ individual reflections, the findings of our study suggest that to enhance script-based learning processes, it is essential to provide guidance for the implementation of the script, additional content-related support or tailored choices.http://link.springer.com/article/10.1186/s41039-020-00131-xCollaborative writingComputer-supported collaborative learningTechnology-enhanced learningHigher education |
| spellingShingle | Kirsi Heinonen Nore De Grez Raija Hämäläinen Bram De Wever Sophie van der Meijs Scripting as a pedagogical method to guide collaborative writing: university students’ reflections Research and Practice in Technology Enhanced Learning Collaborative writing Computer-supported collaborative learning Technology-enhanced learning Higher education |
| title | Scripting as a pedagogical method to guide collaborative writing: university students’ reflections |
| title_full | Scripting as a pedagogical method to guide collaborative writing: university students’ reflections |
| title_fullStr | Scripting as a pedagogical method to guide collaborative writing: university students’ reflections |
| title_full_unstemmed | Scripting as a pedagogical method to guide collaborative writing: university students’ reflections |
| title_short | Scripting as a pedagogical method to guide collaborative writing: university students’ reflections |
| title_sort | scripting as a pedagogical method to guide collaborative writing university students reflections |
| topic | Collaborative writing Computer-supported collaborative learning Technology-enhanced learning Higher education |
| url | http://link.springer.com/article/10.1186/s41039-020-00131-x |
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