Computer-mediated communication and collaborative writing

Author(s):  
Jolene Galegher ◽  
Robert E. Kraut
Author(s):  
Charlotte Robidoux

Increasingly, collaborative writing occurs in distributed work environments. Collaboration is essential for technical writing teams that develop and share, or single source, content using content management system (CMS) technology. Technical writers must be proficient not only in developing content that can be shared but also in carrying out complex writing tasks virtually. However, research indicates that asynchronous-distributed collaborative writing can lead to productivity losses unless teams implement explicit processes for interacting and using computer-mediated communication (CMC) technology. With highly structured processes to guide their efforts, teams are more likely to see productivity gains. To achieve these gains, effective collaboration must address six key areas: (1) targets to guide team performance, (2) assessments of collaborative writing skills in virtual teams, (3) role delineation, (4) process scripts to promote efficient virtual collaborative writing, (5) a training framework, and (6) performance measurements and a recognition framework for reinforcing team accomplishments. Organizations must be willing to create a culture that supports a team environment committed to these specific areas. This chapter explores how to establish an infrastructure that promotes collaborative writing efficiency in virtual settings.


Author(s):  
Laura Richards

Navigating the shift towards blended learning in Higher Education (HE) provides opportunities for enhancing language teaching in the classroom. This paper will present a Technology-Enhanced Learning (TEL) -based project which aims to create a more collaborative and interactive classroom using open access file sharing services which focuses on developing collaborative writing practices and enhancing feedback loops. Using a Synchronous Computer-Mediated Communication (SCMC) approach to co-creating texts, students participated in a series of related in-class group writing tasks where feedback was recorded digitally. Both a survey and focus group were used to assess students’ experience and use of the texts and feedback created. Results revealed a positive response to the use of SCMC for collaborative writing stemming from easier text manipulation and greater discussion of both textual and linguistic features, which is crucial to collaborative writing.


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