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From the same journal

Capturing (non-) collaboration in wiki-mediated collaborative writing activities: The need to examine discussion posts and editing acts in tandem

Research output: Contribution to journalArticle

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Capturing (non-) collaboration in wiki-mediated collaborative writing activities: The need to examine discussion posts and editing acts in tandem. / Alghasab, Maha; Handley, Zoe Louise.

In: Computer Assisted Language Learning, 30.06.2017, p. 1-29.

Research output: Contribution to journalArticle

Harvard

Alghasab, M & Handley, ZL 2017, 'Capturing (non-) collaboration in wiki-mediated collaborative writing activities: The need to examine discussion posts and editing acts in tandem', Computer Assisted Language Learning, pp. 1-29. https://doi.org/10.1080/09588221.2017.1341928

APA

Alghasab, M., & Handley, Z. L. (2017). Capturing (non-) collaboration in wiki-mediated collaborative writing activities: The need to examine discussion posts and editing acts in tandem. Computer Assisted Language Learning, 1-29. https://doi.org/10.1080/09588221.2017.1341928

Vancouver

Alghasab M, Handley ZL. Capturing (non-) collaboration in wiki-mediated collaborative writing activities: The need to examine discussion posts and editing acts in tandem. Computer Assisted Language Learning. 2017 Jun 30;1-29. https://doi.org/10.1080/09588221.2017.1341928

Author

Alghasab, Maha ; Handley, Zoe Louise. / Capturing (non-) collaboration in wiki-mediated collaborative writing activities: The need to examine discussion posts and editing acts in tandem. In: Computer Assisted Language Learning. 2017 ; pp. 1-29.

Bibtex - Download

@article{6f336ae7e35a44cdbd526db40c872b0a,
title = "Capturing (non-) collaboration in wiki-mediated collaborative writing activities: The need to examine discussion posts and editing acts in tandem",
abstract = "Most previous research exploring collaboration during wiki-mediated writing activities has focused on either students’ posts to wiki discussion forums or on their edits to wiki texts. This paper, however, argues that wikis are ‘convergent media’ which allow authors to work and make meaning across, as well as within, the two modes of interaction. In order to obtain a true picture of the nature of student-student (non-)collaboration in wiki-mediated writing activities, it is therefore necessary to examine students’ discussion posts and their edits to the wiki text in tandem. In response to this, a coding scheme and transcription format which aligns discussion posts with edits to the wiki text is introduced. The insights into student-student collaboration this approach affords are subsequently illustrated through a study which examines Kuwaiti high school students’ interactions during a wiki-mediated collaborative writing activity. The results of this study confirm that considering discussion posts and edits to the wiki text independently provides an incomplete picture of the nature of student-student (non-) collaboration in wiki-mediated writing activities. If discussion posts and editing acts are not considered in tandem, analyses may overlook a number of non-collaborative (e.g. refusing to accept one another’s edits and respond to feedback, and claims of ownership over the wiki text) as well as collaborative behaviors (e.g. willingness to accept edits and respond to feedback).",
author = "Maha Alghasab and Handley, {Zoe Louise}",
note = "{\circledC} 2017 Informa UK Limited. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details.",
year = "2017",
month = "6",
day = "30",
doi = "10.1080/09588221.2017.1341928",
language = "English",
pages = "1--29",
journal = "Computer Assisted Language Learning",
issn = "0958-8221",
publisher = "Taylor and Francis Ltd.",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - Capturing (non-) collaboration in wiki-mediated collaborative writing activities: The need to examine discussion posts and editing acts in tandem

AU - Alghasab, Maha

AU - Handley, Zoe Louise

N1 - © 2017 Informa UK Limited. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details.

PY - 2017/6/30

Y1 - 2017/6/30

N2 - Most previous research exploring collaboration during wiki-mediated writing activities has focused on either students’ posts to wiki discussion forums or on their edits to wiki texts. This paper, however, argues that wikis are ‘convergent media’ which allow authors to work and make meaning across, as well as within, the two modes of interaction. In order to obtain a true picture of the nature of student-student (non-)collaboration in wiki-mediated writing activities, it is therefore necessary to examine students’ discussion posts and their edits to the wiki text in tandem. In response to this, a coding scheme and transcription format which aligns discussion posts with edits to the wiki text is introduced. The insights into student-student collaboration this approach affords are subsequently illustrated through a study which examines Kuwaiti high school students’ interactions during a wiki-mediated collaborative writing activity. The results of this study confirm that considering discussion posts and edits to the wiki text independently provides an incomplete picture of the nature of student-student (non-) collaboration in wiki-mediated writing activities. If discussion posts and editing acts are not considered in tandem, analyses may overlook a number of non-collaborative (e.g. refusing to accept one another’s edits and respond to feedback, and claims of ownership over the wiki text) as well as collaborative behaviors (e.g. willingness to accept edits and respond to feedback).

AB - Most previous research exploring collaboration during wiki-mediated writing activities has focused on either students’ posts to wiki discussion forums or on their edits to wiki texts. This paper, however, argues that wikis are ‘convergent media’ which allow authors to work and make meaning across, as well as within, the two modes of interaction. In order to obtain a true picture of the nature of student-student (non-)collaboration in wiki-mediated writing activities, it is therefore necessary to examine students’ discussion posts and their edits to the wiki text in tandem. In response to this, a coding scheme and transcription format which aligns discussion posts with edits to the wiki text is introduced. The insights into student-student collaboration this approach affords are subsequently illustrated through a study which examines Kuwaiti high school students’ interactions during a wiki-mediated collaborative writing activity. The results of this study confirm that considering discussion posts and edits to the wiki text independently provides an incomplete picture of the nature of student-student (non-) collaboration in wiki-mediated writing activities. If discussion posts and editing acts are not considered in tandem, analyses may overlook a number of non-collaborative (e.g. refusing to accept one another’s edits and respond to feedback, and claims of ownership over the wiki text) as well as collaborative behaviors (e.g. willingness to accept edits and respond to feedback).

U2 - 10.1080/09588221.2017.1341928

DO - 10.1080/09588221.2017.1341928

M3 - Article

SP - 1

EP - 29

JO - Computer Assisted Language Learning

JF - Computer Assisted Language Learning

SN - 0958-8221

ER -