Challenges Encountered during Synchronous Online Collaborative Writing via Google Docs

Autor/in	Irshad, Mufeeda
Titel	Challenges Encountered during Synchronous Online Collaborative Writing via Google Docs
Quelle	In: International Journal of Web-Based Learning and Teaching Technologies, 17 (2022) 6, Artikel 54 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Irshad, Mufeeda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-1093
Schlagwörter	Collaborative Writing; Synchronous Communication; Technology Uses in Education; College Freshmen; Peer Relationship; Computer Mediated Communication; Educational Technology; Writing Skills; Second Language Learning; English (Second Language); Foreign Countries; Student Attitudes; Second Language Instruction; Group Dynamics; Sri Lanka + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Studienanfänger; Peer-Beziehungen; Computerkonferenz; Unterrichtsmedien; Writing skill; Schreibfertigkeit; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Schülerverhalten; Fremdsprachenunterricht; Gruppendynamik; Ceylon
Abstract	This study investigated: (1) the challenges encountered by a heterogeneous group of first year undergraduates during a synchronous on-line collaborative writing activity conducted through Google Classroom using Google Docs; and (2) their perceptions of the pedagogical approach. Five sub-groups of undergraduates participated in the study, and their written transcripts were analysed for patterns of interaction in terms of equality and mutuality based on the Taxonomy of Writing Change Functions and Scaffolding Strategies (Li and Zhu, 2017). Data on learner perceptions were analysed for underlying themes. The findings, which were interpreted from the perspective of the Complex Dynamic Systems Theory, revealed that synchronous on-line collaboration is complex and challenging due to the dynamic patterns of interaction. This study concludes that Google Docs is a useful pedagogical tool and could be used for second language writing development despite the challenges. However, in transferring the findings to other second language learners or learning contexts, caution needs to be applied. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01