A1 Journal article (refereed)
Scripting as a pedagogical method to guide collaborative writing : university students’ reflections (2020)

Heinonen, K., De Grez, N., Hämäläinen, R., De Wever, B., & van der Meijs, S. (2020). Scripting as a pedagogical method to guide collaborative writing : university students’ reflections. Research and Practice in Technology Enhanced Learning, 15, Article 15. https://doi.org/10.1186/s41039-020-00131-x

JYU authors or editors

Publication details

All authors or editors: Heinonen, Kirsi; De Grez, Nore; Hämäläinen, Raija; De Wever, Bram; van der Meijs, Sophie

Journal or series: Research and Practice in Technology Enhanced Learning

ISSN: 1793-2068

eISSN: 1793-7078

Publication year: 2020

Publication date: 02/07/2020

Volume: 15

Article number: 15

Publisher: Springer Science and Business Media LLC

Publication country: Germany

Publication language: English

DOI: https://doi.org/10.1186/s41039-020-00131-x

Publication open access: Openly available

Publication channel open access: Open Access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/71093

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.

Keywords: writing; academic writing; cooperation (general); collaborative learning; computer-assisted learning; pedagogy of higher education

Free keywords: collaborative writing; computer-supported collaborative learning; technology-enhanced learning; higher education

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Ministry reporting: Yes

Reporting Year: 2020

JUFO rating: 1