Collaborative writing at work: Peer feedback in a blended learning environment
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Collaborative writing at work: Peer feedback in a blended learning environment Teresa López-Pellisa 1
& Neus
Rotger 2
& Fernando
Rodríguez-Gallego 1
Received: 14 July 2020 / Accepted: 20 August 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract This exploratory study aims to analyse the nature of peer feedback during a collaborative writing assignment, and to identify the possible effects of feedback on the revision of a text written by university students in a blended learning environment. Under analysis are two different graduate courses in academic writing, during which, over a period of a semester, the students (n = 85) were divided into 25 work groups to carry out a co-evaluation assignment with the support of a technology platform. The results obtained indicate that, when collaborative writing includes peer feedback, instead of unidirectional corrections from the teacher, the students respond more reflectively and constructively, they discuss the content they are working with, and, as a result, they make significant changes in their own writing. Keywords Collaborative writing . Reflective practices . Peer feedback, blended learning
environment . Assessment of learning
1 Introduction Writing effectively and accurately is one of the basic learning skills of the twenty-first century that academia must support. In recent years, the introduction of new information and communication technologies in higher education has created new opportunities for collaborative learning and knowledge (Dysthe et al. 2010; Hernández Rojas et al. 2014), to which we must add the increasing presence of the digital written communication that brings us together on a daily basis (forums, chats, blogs, wikis, social media, etc.). As Herder et al. (2018), Klein (2014), Nykopp et al. (2014) and van Steendam (2016) have shown, collaborative writing not only promotes the
* Fernando Rodríguez-Gallego f.rodriguez–[email protected]
1
Universitat de les Illes Balears, Palma de Mallorca, Spain
2
Universitat Oberta de Catalunya, Barcelona, Spain
Education and Information Technologies
development of individual writing proficiency but also fosters critical and conceptual thinking as well as reflection on writing and regulation processes. Hence the need to stimulate joint writing tasks, where interaction between students has proven especially useful for writing as a formative process, i.e. a task requiring a high level of cognitive competence (Bangert-Drowns et al. 2004). Academic writing continues to be a challenge in our universities, where the need to develop writing proficiency is not always accompanied by direct and continuous theoretical and pedagogical support (Carlino 2008; Lonka 2003). The need to support student writing is receiving increasing attention in educational research. Yet, it tends to focus more on formative feedback between students and the teacher (Álvarez et al. 2012; Crook et al. 2006; Devere 2008; Espasa and Meneses 2010; Guasch et al. 2010; Shute 2008; Wolsey 2008) and less on pee
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