Effects of group reflection variations in project-based learning integrated in a Web 2.0 learning space

Kim, Paul; Hong, Ji-Seong; Bonk, Curtis J.; Lim, Gloria

doi:10.1080/10494820903210782

Cited by 49 publications

(27 citation statements)

References 24 publications

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“…Therefore, it is suggested to the teachers that providing the students with explicit linguistic form and functions in writing help them to better understand the language rules. This agrees with Kim et al (2009) and Trentin (2009) who proposed that collaborative writing through Wiki provide chances for students to develop academic writing ability.…”

Section: Resultssupporting

confidence: 72%

Computer Supported Collaborative Writing: Does it Work among ESL Learners?

2018

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This study examines the effectiveness of using Wiki as a platform to enhance EL learners’ writing skill in English language. In particular, the aim of this research is to examine learners’ performance in composing English language essays as well as to identify the challenges which the students faced throughout the process of writing through Wiki. This study involved the respondents from secondary school who were in Form 2 and it consists of three levels of language proficiency which the researchers have identified. Specifically, the research data is collected through writing assessments (pre-test and post-test). For pre-test and post-test, the website selected as a platform was ZOHO Wiki which is a free user friendly online server designed for collaborative writing. The data from pre-test and post-test was analysed according to the marks obtained. Particularly, the research findings showed that students positively show an encouraging improvement in their English language essays and writing skill. Besides, some challenges on the Wiki website and technological related issues that occurred during the process of Wiki mediated writing have also been identified such as difficulties in terms of Wiki tools software, technological related problem, collaborative writing issues, and other relevant challenges related to the research topic. In addition, the pedagogical implications, limitations as well as recommendations on the future research which are relevant to the present study are discussed and elaborated. In short, collaborative learning through Wiki provides learners with an interactive platform for writing English language composition.

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Section: Resultssupporting

confidence: 72%

Computer Supported Collaborative Writing: Does it Work among ESL Learners?

2018

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“…It is an activity that transforms an initial document by more than one student into a collective text (Trentin, 2009). Collaborative writing requires students not only to practice literature review, academic reading and writing, but also group reflection, collaboration, knowledge sharing, and critical thinking (Kim, Hong, Bonk & Lim, 2009). In addition, various contextual (psychological, pedagogical, and institutional) factors in educational settings may influence collaborative writing processes.…”

Section: Methodsmentioning

confidence: 99%

“…Collaborative writing requires technical skills associated with formatting, editing, use of fonts, color, input of multimedia elements (text, graphics, images, audio and video) onto wiki pages, hyper linking, etc. In addition, collaborative writing involves active participation of the project members, shared editing, reading and group writing strategies, revisions, peer-review, and group evaluations of contributions (Judd, Kennedy, & Cropper, 2010;Kim, Hong, Bonk, & Lim, 2009;Meishar-Tal & Gorsky, 2010). Hence, the development of wikibased collaborative writing must differ from other approaches to software production in a number of aspects.…”

Section: Collaborative Writing Approach To Wikimentioning

confidence: 99%

A Collaborative Writing Approach to Wikis: Design, Implementation, and Evaluation

Hadjerrouit

2011

IISIT

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Wikis provide teachers with potentially significant opportunities for creating socially engaged tasks that require active student participation and collaboration. Wikis allow students to work together to develop content on the web, giving them a sense of how writing can be carried out collaboratively. Collaborative writing offer opportunities not only to practice literature review, academic reading and writing, but also to stimulate reflection, knowledge sharing, and critical thinking. However, despite the potential capabilities of wikis, true collaborative writing does not work by itself as the research literature clearly reveals. To foster collaborative writing, participation, and active involvement in wiki development, there is a need for a systematic approach to the construction of wikis. The aim of this paper is to allow students to develop wiki applications using a collaborative writing development approach based on rapid prototyping. The paper also reports on the evaluation of the approach by means of qualitative data collection and analysis methods. Finally, the implications of the approach for collaborative writing are critically discussed according to a set of requirements associated with software development considerations and pedagogical issues.

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“…Likewise, Kim, Hong, Bonk, and Lim (2009) stress that effective teacher intervention is a crucial component leading to better group performance, collaboration, and reflection. In contrast, Prensky (2010) claims Web 2.0 technology to be a tool that students use for learning essential skills and "getting things done" (p. 103) and that students should be encouraged to use Web 2.0 tools as much as possible -not necessarily teach them to use technology.…”

Section: The Teacher's Role In Using Web 20 Technologiesmentioning

confidence: 99%

Education Students’ Use of Collaborative Writing Tools in Collectively Reflective Essay Papers

Brodahl

Hansen

2014

JITE:Research

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Google Docs and EtherPad are Web 2.0 tools providing opportunity for multiple users to work online on the same document consecutively or simultaneously. Over the last few years a number of research papers on the use of these collaborative tools in a teaching and learning environment have been published. This work builds on that of Brodahl, Hadjerrouit, and Hansen (2011) expanding its case study. The theoretical framework is the same as the one underlying Brodahl et al. (2011), drawing on two learning theories, the social-constructivist learning theory and the community of practice, and their relationships to collaborative tools. The literature review is extended to cover the recent research work in the field, related to Web 2.0 technologies in higher education.The case study of Brodahl et al. (2011) involved 201 education students who had just begun their four-year initial teacher education. However, 24 students are omitted in the current work, and the result tables from Brodahl et al. (2011) accordantly updated. Disregarding particular groups of students was due to their specific local dispersion, as they conducted their entire assignment and collectively reflective essay paper at the same physical location and, with respect to this, reported the use of collaborative tools as superfluous and unwanted in their setting.Partly based on the same survey, this work presents a case study investigating education students' perceptions of collaborative writing reflective essay papers. However, where Brodahl et al. (2011) presented a solely quantitative study derived from closed-ended questions, this work incorporates the survey's open-ended questions in a qualitative analysis. The analysis also draws on the students' written reflections on their experiences.The qualitative analysis supports the conclusion of Brodahl et al. (2011) that technical problems were a major issue, mostly related to EtherPad. All but one complaint about technical difficulties stemmed from EtherPad users during a limited period of time. Other major negative feedback concerned group size; several groups pointed out difficulties with organizing the work, problems of Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact Publisher@InformingScience.org to request redistribution permission.Education Students' Use of Collaborative Writing Tools keeping track when editing simultaneously, and failure to produce a unified document. Positive issues frequently m...

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Effects of group reflection variations in project-based learning integrated in a Web 2.0 learning space

Cited by 49 publications

References 24 publications

Computer Supported Collaborative Writing: Does it Work among ESL Learners?

Computer Supported Collaborative Writing: Does it Work among ESL Learners?

A Collaborative Writing Approach to Wikis: Design, Implementation, and Evaluation

Education Students’ Use of Collaborative Writing Tools in Collectively Reflective Essay Papers

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