Collaborative writing in engineering: Perspectives from research and implications for undergraduate education

Gimenez, Julio; Thondhlana, Juliet

doi:10.1080/03043797.2012.714356

Cited by 20 publications

(21 citation statements)

References 19 publications

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“…As a response, a growing number of engineering curricula offer learning activities that mirror the complexity and collaborative reality of engineering professionals (Berglund, 2012;Crawley et al, 2014). In line with these trends, several authors have also stressed the increased demand on students' ability to collaboratively create written documentation (e.g., in order to share information and conduct systematic evaluations of products and processes; Gimenez & Thondhlana, 2012;Henderson & De Silva, 2006). In the specific engineering setting of the present study-industrial management-the amount of writing assignments, the importance of developing and evaluating texts, and the ability to coordinate organization-wide initiatives through written documentation could be argued to be even higher.…”

Section: Cw Tools In Engineering Educationmentioning

confidence: 99%

“…A common obstacle in research on CW is the inconsistency in the nomenclature and taxonomy (Gimenez & Thondhlana, 2012;Lowry et al, 2004). The present study applies the taxonomy developed by Lowry et al (2004).…”

Section: Cw Tools In Engineering Educationmentioning

confidence: 99%

“…Despite these arguments, and a reported frequent use of CW in both engineering education and among engineering professionals (Henderson & De Silva, 2006;Wheeler & McDonald 2000), the systematic knowledge on CW in engineering education is still limited, and results based on context-rich empirical studies are particularly rare (e.g., Gimenez & Thondhlana, 2012).…”

Section: Cw Tools In Engineering Educationmentioning

confidence: 99%

“…In particular, modern industry has increasingly higher demands on engineers to work in teamwork-based projects, where collective text production is a central component (e.g., Gimenez & Thondhlana, 2012). This has put a focus on what is actually done when creating a text in a teamwork setting, and thus, collaborative writing (CW) has been put on the industrial agenda.…”

Section: Introducing Cw As An Active Learning Component In the Contexmentioning

confidence: 99%

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Opening the black box of collaborative writing: experiences from a teamwork-based course in industrial management

Uppvall

Blomkvist

Bergqvist

2017

Prod.

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In this paper we discuss the introduction of collaborative writing (CW) tools in a course designed with learning activities based on problem-based learning (PBL), authentic case methodology, and teamwork. We argue that CW is a vital, but poorly understood, part of teamwork, and a black-box activity. Our ambition is to open the black box of CW and discuss how CW concepts can enrich teamwork activities. We build on our students' reflections on challenges linked to CW in a teamwork setting. In total the data consisted of 77 individual reflection papers, which were analyzed using constructs from prior literature on CW. Our results show that our students actively used CW tools and strategies and that CW had a large impact-and, in fact, enhanced teamwork management. The CW tools also helped in creating sustainable teamwork in the sense that they enhanced the three criterions of team performance: productivity, cohesion, and learning.

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Section: Cw Tools In Engineering Educationmentioning

confidence: 99%

Section: Cw Tools In Engineering Educationmentioning

confidence: 99%

Section: Cw Tools In Engineering Educationmentioning

confidence: 99%

Section: Introducing Cw As An Active Learning Component In the Contexmentioning

confidence: 99%

See 2 more Smart Citations

Opening the black box of collaborative writing: experiences from a teamwork-based course in industrial management

Uppvall

Blomkvist

Bergqvist

2017

Prod.

View full text Add to dashboard Cite

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“…Therefore, it is an important communication competence for any professional, as written language enables creating ideas and exchanging them with other people (Winsor, 1990). Some studies about engineering writing suggest engineers spend a lot of time writing documents (Pneena & Romanowski, 2001;Gimenez & Thondhlana, 2012). According to Winsor (1990) "writing is what engineers do".…”

Section: Introductionmentioning

confidence: 99%

Effects of an educational intervention on the technical writing competence of engineering students

Ramírez-Echeverry¹,

Dussán²,

Carrillo³

2016

ing.inv.

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This article presents the design, implementation and appraisal of an educational intervention developed to explore how education, practice and feedback of cognitive elements, regarding writing summaries, have an effect on the technical writing competence of freshman engineering students. The educational intervention was designed based on the methodology of Writing Across the Curriculum (WAC) and it consisted of three phases: teaching, practice and feedback. In total, 177 students participated, distributed into three groups: 54 Electronic Engineering students (year 2014), 57 Electrical Engineering students (year 2015) and 66 Electronic Engineering students (year 2015). The intervention effects were studied by quantitative and qualitative evidence. Quantitative evidence was collected through an evaluation rubric of the summaries written by the students; this rubric analyzes ten criteria of the writing competence. Qualitative evidence was collected through open-ended questions about the students' learning experience throughout the intervention. Results show that the three participating groups improved their technical writing competence due to their participation in this educational intervention. Sentence construction (g-Hedges = 0,62) and text sequences (g-Hedges = 0,59) criterion presented the highest effect rates. The other writing criteria, evaluated through the rubric, presented a positive gain with statistical significance, but only in some groups of students.Key words: Information literacy skills of engineering students, information documentation, engineering technical writing, writing across the curriculum, engineering education. RESUMENEste artículo presenta el diseño, implementación y evaluación de una intervención educativa para explorar cómo la instrucción, práctica y retroalimentación de elementos cognitivos para la escritura de resúmenes impactan la competencia de escritura técnica de una población de estudiantes de primer año de ingeniería. El diseño de la intervención educativa se basó en la metodología de escritura a través del currículo (WAC, en inglés) y se compone de tres fases: instrucción, práctica y retroalimentación. En total participaron 177 estudiantes, distribuidos en tres grupos: 54 estudiantes de Ingeniería Electrónica (año 2014), 57 estudiantes de Ingeniería Eléctrica (año 2015) y 66 estudiantes de Ingeniería Electrónica (año 2015). Los efectos de la intervención se exploraron con evidencias cuantitativas y cualitativas. Las evidencias cuantitativas se recolectaron con una rúbrica de evaluación de los resúmenes elaborados por los estudiantes; dicha rúbrica analiza diez indicadores de desempeño para la competencia de escritura. Las evidencias cualitativas se recopilaron con preguntas de respuesta abierta que interrogaban a los estudiantes sobre la experiencia de aprendizaje vivenciada en la intervención. Los resultados indican que los tres grupos de estudiantes participantes mejoraron su competencia de escritura técnica. Los mayores tamaños de efecto de la intervención los presen...

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Establishing Effective PhD Supervision for Cross-Disciplinary Research in Advanced Production

Huang

2023

Lecture Notes in Electrical Engineering

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Collaborative writing in engineering: Perspectives from research and implications for undergraduate education

Cited by 20 publications

References 19 publications

Opening the black box of collaborative writing: experiences from a teamwork-based course in industrial management

Opening the black box of collaborative writing: experiences from a teamwork-based course in industrial management

Effects of an educational intervention on the technical writing competence of engineering students

Establishing Effective PhD Supervision for Cross-Disciplinary Research in Advanced Production

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