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Sequential Analysis of Collaborative Writing and Editing Processes in Wikis

Title: The Sequential Analysis of Collaborative Writing and Editing Processes in Wikis.
Name(s): Heeter, Patricia, author
Jeong, Allan, professor directing dissertation
Sypher, Ulla, university representative
Dennen, Vanessa, committee member
Reiser, Robert, committee member
Department of Educational Psychology and Learning Systems, degree granting department
Florida State University, degree granting institution
Type of Resource: text
Genre: Text
Issuance: monographic
Date Issued: 2014
Publisher: Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: 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.
Identifier: FSU_migr_etd-9003 (IID)
Submitted Note: A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy.
Degree Awarded: Summer Semester, 2014.
Date of Defense: April 15, 2014.
Keywords: Collaborative Writing, Editing, Measurement, Sequential Analysis, Teams, Wikis
Bibliography Note: Includes bibliographical references.
Advisory Committee: Allan Jeong, Professor Directing Dissertation; Ulla Sypher, University Representative; Vanessa Dennen, Committee Member; Robert Reiser, Committee Member.
Subject(s): Educational psychology
Persistent Link to This Record:
Owner Institution: FSU

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Heeter, P. (2014). The Sequential Analysis of Collaborative Writing and Editing Processes in Wikis. Retrieved from