University Students’ Knowledge Construction during Face to Face Collaborative Writing
Open accessAbstract
Collaborative writing combines social processes of writing with cognitive knowledge construction processes, and thus may lead to deeper learning than individual working. This study examined students’ knowledge construction during face-to-face collaborative writing. University students (n = 21) prepared themselves for the collaborative task by reading about developmental theories in a course book and writing individual summaries of them. In small groups, the students discussed each others’ summaries and wrote a joint essay on one of the theories. The data comprise the students’ individual summaries (n = 21), the students’ discussions during the essay writing (8177 speech turns), and the students’ joint essays (n = 6). The utterances from the students’ discussions indicating knowledge construction (n = 3865) were broadly categorized under the headings of collaborative interaction (Asking questions, Answers to questions, Collaborative completion, Expressing disagreement or conflict, Quick agreement, Quick disagreement and Discussing edits) and content processing (Conceptualizing ideas; Clarifying ideas and Expressing an idea or a thought). When constructing knowledge during collaborative writing, the students mainly completed each others’ ideas and asked questions. They rarely expressed disagreement or conflict. A2 collaborative writing task that combines reading, summary writing and group discussion seems to assist students in their construction of knowledge.
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During collaborative writing, a series of exchanges takes place that facilitates the elaboration of thought, the relation of information with prior knowledge, and/or the understanding of the content.
“This is because during collaborative writing a series of exchanges takes place that facilitates the elaboration of thought, the relation of information with prior knowledge, and/or the understanding of the content (Nykopp et al., 2014).”
From Collaborative writing of argumentative syntheses by low-performing undergraduate writers: explicit instruction and practice (2023) · cites this paper as Nykopp et al., 2014
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- Authors
- Nykopp, M., Marttunen, M., & Laurinen, L.
- Affiliations
- University of Jyväskylä (FI)
- Venue
- Writing as a Learning Activity
- Publisher
- BRILL
- Published
- 2014-01-01
- Pages
- 277-299
- OpenAlex
- W848296616
- Cited by
- 18
- References
- 49
- Citations by year
- 2026: 1 · 2023: 2 · 2022: 2 · 2021: 1 · 2020: 3 · 2019: 3 · 2018: 2 · 2016: 1 · 2015: 3
- FWCI
- 2.50
- Type
- book chapter
- Language
- en
- Open access
- green
- urn.fi
- Locations
- BRILL eBooks (publishedVersion)
- Jyväskylä University Digital Archive (University of Jyväskylä) (submittedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Discourse Analysis in Language Studies
- Keywords
- collaborative writing, knowledge construction, face-to-face collaboration, university students, group discussion, summary writing, cognitive processes in writing, deep learning, developmental theory, collaborative interaction, content processing
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