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Project

Towards a blueprint for successful collaborative writing and revision in higher education: the interplay of instruction, interaction and writing processes and  task complexity and their relation to text quality.

In education, collaborative writing has shown its advantages both for language and content learning. When writers collaborate to write a text, they can pool resources, offer each other assistance and observe each others learning and writing processes, which may translate in more effective writing processes and in better texts. For collaborative writing to have a positive outcome, a few conditions need to be met. Crucial for peer collaboration in writing or revision to be effective is instruction. However, other factors such as task complexity and collaborative processes may be equally important. It is precisely this mix of different factors which we investigate in a series of empirical studies. Considerable research has been done on separate components but very few studies look into the interaction between the components. A complete, evidence-based theory on collaborative writing, however, should specify these relations. Only then can we have an insight into crucial design parameters for collaborative writing a nd its full potential for education.
Date:1 Oct 2016 →  30 Sep 2018
Keywords:higher education
Disciplines:Theory and methodology of literary studies