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The sequential analysis of collaborative writing and editing processes in wikis.

机译：Wiki中协作式写作和编辑过程的顺序分析。

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摘要

The purpose of this study was to sequentially analyze and identify collaborative writing processes used to increase or decrease the quality of students' written arguments. The study's participants were 16 graduate students enrolled in an online course on inquiry and measurement. Every student worked on one team to analyze the arguments for using surveys and worked on one team to analyze arguments for using interview. A total of seven teams worked on the survey arguments; seven teams worked on the interview arguments. Each student worked with their team members using their team's own wiki to analyze and develop each argument for using surveys and interviews. The arguments produced by the students were scored by the researcher and a second coder to determine which processes performed by the consenting students produced the highest- and lowest-quality arguments. Results indicated that the collaborative writing process used by students working in teams to develop a high-quality argument in a wiki consisted of six action sequence patterns while teams producing a low-quality argument consisted of only two action sequence patterns. Given that the low-quality argument action sequences were also not observed in the processes used to produce the high-quality arguments, it is possible that these two action sequences have hindered or obstructed the processes needed to produce high-quality arguments. The findings indicate that specific action sequences and more structured collaborative writing processes may help to produce high-quality arguments. As a result, interventions should be directed at increasing the frequency of the action sequences found in this study to produce high-quality arguments which may assist students in writing higher quality arguments.
机译：本研究的目的是顺序分析和确定用于提高或降低学生书面论证质量的协作写作过程。该研究的参与者为16名研究生，他们参加了在线调查和测量课程。每个学生组成一个团队来分析使用调查的论点，并组成一个团队来分析使用面试的论点。共有七个小组研究了调查论点。七个小组参与了访谈论证。每个学生都使用团队自己的Wiki与团队成员一起工作，以使用调查和访谈来分析和发展每个论点。由研究人员和第二个编码器对学生产生的论据进行评分，以确定同意的学生执行的哪些过程产生了最高质量和最低质量的论据。结果表明，团队中学生用来在Wiki中开发高质量论证的协作写作过程由六个动作序列模式组成，而产生低质量论证的团队仅由两个动作序列模式组成。假定在用于生成高质量参数的过程中也未观察到低质量参数操作序列，则这两个操作序列有可能阻碍或阻碍了生成高质量参数所需的过程。研究结果表明，特定的动作序列和更有条理的协作写作过程可能有助于产生高质量的论点。因此，应针对增加本研究中发现的动作序列的频率进行干预，以产生高质量的论据，从而可以帮助学生编写更高质量的论据。

著录项

  • 作者

    Heeter, Patricia.;

  • 作者单位

    The Florida State University.;

  • 授予单位 The Florida State University.;
  • 学科 Education Educational Psychology.;Education Tests and Measurements.;Education Technology of.
  • 学位 Ph.D.
  • 年度 2014
  • 页码 137 p.
  • 总页数 137
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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