University Students’ Knowledge Construction during Face to Face Collaborative Writing

Nykopp, Minna; Marttunen, Miika; Laurinen, Leena

doi:10.1163/9789004265011_013

Cited by 8 publications

(17 citation statements)

References 33 publications

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“…Writing has traditionally been seen as an individual endeavour, but the truth is that, in contexts such as the educational one and higher education, in particular, students are often challenged to write texts in pairs/dyads or small groups to give presentations, participate in seminars and undertake research (Nykopp et al, 2014;Prichard, Stratford, & Bizo, 2006;Wigglesworth & Storch, 2012). M. Granado-Peinado et al…”

Section: The Beneits Of Collaboration When Writing Argumentative Syntmentioning

confidence: 99%

“…To date, the majority of research on collaborative writing has focused on comparing the quality of products between collaborative and individual work (Shehadeh, 2011;Storch, 2005), analysing collaborative writing processes (Millian, 2005;Nykopp et al, 2014;Onrubia & Engel, 2009;Sturm, 2016;Yeh, 2014) and/or examining group dynamics (Dale, 1994;Marttunen & Laurinen, 2012;McAllister, 2005).…”

Section: Collaborative Writing Teachingmentioning

confidence: 99%

“…The uniqueness of this type of task resides in the need to create meaning based on diferent points of view, integrating conlicting information from the source texts and thereby possibly increasing students' critical thinking skills (Nussbaum & Scraw, 2007). When students also have to incorporate their own points of view in addition to others', the processes implied in writing these argumentative syntheses are externalised and can be studied (Nykopp, Marttunen, & Laurinen, 2014). As a result, the advantage of using writing as a learning tool heightens due to the opportunity that collaboration provides to jointly relect on and create socially shared meaning (Onrubia & Engel, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…Sharing information encourages students to externalise and specify both the processes implied by the task (selecting, organising, comparing and integrating the diferent arguments) as well as each team member's ideas and knowledge. This favours the construction of shared meaning, as well (Nykopp et al, 2014;Onrubia & Engel, 2009). In turn, this can promote a more in-depth understanding of the content and constructive learning thanks to the inherently diaologic nature of argumentation (Ferretti & Lewis, 2013;Nussbaum, 2008b).…”

mentioning

confidence: 99%

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Teaching to write collaborative argumentative syntheses in higher education

et al. 2019

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Writing argumentative syntheses based on multiple sources implies integrating ideas from diferent, often conlicting, positions. This can promote more constructive learning, especially when students undertake the task together with their peers. However, despite the importance of this activity in the university context, students generally lack the competency required. Thus, the primary objective of this research is to analyse the impact of a speciic intervention programme (CPG + EICS) that combines help designed to foment collaboration with help aimed at improving the writing of argumentative syntheses, improving the quality of the university students' work, whether undertaken individually or collaboratively. For this we designed an experimental study with one hundred and sixty participating psychology students, distributed randomly into four diferent intervention programmes. We then compared and contrasted the impact of the already mentioned irst programme (CPG + EICS) with that of the three others in which we progressively reduced the help provided (explicit instruction with video modelling, a guide and collaborative practice). We evaluated the quality of the syntheses by examining the number of arguments and their degree of integration within the students' texts. The results demonstrate that, to achieve the appropriate competency level, the intervention should include explicit instruction with video modelling. When this instruction combines help aimed at improving the elaboration of argumentative syntheses with help designed to foment collaboration, students integrate a higher level of contradictory information. However, to identify a high level of arguments, explicit instruction focused solely on helping students write argumentative syntheses turns out to be as efective as help directed at collaboration. In addition, after the intervention encouraging collaborative work, students successfully transfer the skills developed to their own individual writing tasks.

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Section: The Beneits Of Collaboration When Writing Argumentative Syntmentioning

confidence: 99%

Section: Collaborative Writing Teachingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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Teaching to write collaborative argumentative syntheses in higher education

et al. 2019

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“…Recently, some studies have qualitatively examined the processes through which collaboration during writing can contribute to learning (Klein 2014;Milian 2005;Nykopp, Marttunen and Laurinen, 2014). To date, a common theme has concerned the extent to which students build on one another's ideas, often by completing one another's sentences.…”

Section: Social Practices In Writing To Learnmentioning

confidence: 99%

Trends in Research on Writing as a Learning Activity

Klein¹,

Boscolo²

2016

Journal of Writing Research

162

119

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This article discusses five trends in research on writing as a learning activity. Firstly, earlier decades were marked by conflicting views about the effects of writing on learning; in the past decade, the use of meta-analysis has shown that the effects of writing on learning are reliable, and that several variables mediate and moderate these effects. Secondly, in earlier decades, it was thought that text as a medium inherently elicited thinking and learning. Research during the past decade has indicated that writing to learn is a self-regulated activity, dependent on the goals and strategies of the writer. Thirdly, the Writing Across the Curriculum (WAC) movement emphasized domain-general approaches to Writing to Learn (WTL). Much recent research is consistent with the Writing in the Disciplines (WID) movement, incorporating genres that embody forms of reasoning specific to a given discipline. Fourthly, WTL as a classroom practice was always partially social, but the theoretical conceptualization of it was largely individual. During the past two decades, WTL has broadened to include theories and research that integrate social and psychological processes. Fifthly, WTL research has traditionally focused on epistemic learning in schools; more recently, it has been extended to include reflective learning in the professions and additional kinds of outcomes.

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