Group awareness increases student engagement in online collaborative writing

Liu, M; Liu, L

Group awareness increases student engagement in online collaborative writing

Liu, M

Liu, L

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Publication Type:: Journal Article
Citation:: Internet and Higher Education, 2018, 38 pp. 1 - 8
Issue Date:: 2018-07-01

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Field	Value	Language
dc.contributor.author	Liu, M https://orcid.org/0000-0003-4256-6531	en_US
dc.contributor.author	Liu, L	en_US
dc.date.issued	2018-07-01	en_US
dc.identifier.citation	Internet and Higher Education, 2018, 38 pp. 1 - 8	en_US
dc.identifier.issn	1096-7516	en_US
dc.identifier.uri	http://hdl.handle.net/10453/131996
dc.description.abstract	© 2018 Online Collaborative Writing (OCW) tools such as Google Docs provide an efficient way for students to perform collaborative writing tasks. However, when teachers include OCW in their teaching, they often report fewer positive student engagement. This paper proposes a novel OCW tool called Cooperpad, with a group awareness functionality, which continuously gathers group members’ writing behavior, analyzes and visualize their engagement intensity for group members to compare their participation with that of others. Using direct observations, a post-test-only design with an experimental group (N = 72) and a control group (N = 48), we have examined whether access to Cooperpad's group awareness function showed more engagement in a group-writing task than students without access to the tool. Results of direct observation indicate that Cooperpad with the group awareness support increases students’ behavioral engagement, compared with a common synchronous OCW tool (without visualization support). In addition, the results show that the quality of writing in the experiment group is significantly greater than that of the control group when performing difficult tasks.	en_US
dc.relation.ispartof	Internet and Higher Education	en_US
dc.relation.isbasedon	10.1016/j.iheduc.2018.04.001	en_US
dc.subject.classification	Education	en_US
dc.title	Group awareness increases student engagement in online collaborative writing	en_US
dc.type	Journal Article
utslib.citation.volume	38	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)/Connected Intelligence Centre
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US
pubs.volume	38	en_US

Abstract:

© 2018 Online Collaborative Writing (OCW) tools such as Google Docs provide an efficient way for students to perform collaborative writing tasks. However, when teachers include OCW in their teaching, they often report fewer positive student engagement. This paper proposes a novel OCW tool called Cooperpad, with a group awareness functionality, which continuously gathers group members’ writing behavior, analyzes and visualize their engagement intensity for group members to compare their participation with that of others. Using direct observations, a post-test-only design with an experimental group (N = 72) and a control group (N = 48), we have examined whether access to Cooperpad's group awareness function showed more engagement in a group-writing task than students without access to the tool. Results of direct observation indicate that Cooperpad with the group awareness support increases students’ behavioral engagement, compared with a common synchronous OCW tool (without visualization support). In addition, the results show that the quality of writing in the experiment group is significantly greater than that of the control group when performing difficult tasks.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/131996