A Case Study Regarding the Comparison of Collaborative Writing in Digital and Face-to-Face Environments

Autor/in	Özdemir, Osman
Titel	A Case Study Regarding the Comparison of Collaborative Writing in Digital and Face-to-Face Environments
Quelle	In: International Journal of Psychology and Educational Studies, 8 (2021) 2, S.246-258 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Özdemir, Osman)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9378
Schlagwörter	Collaborative Writing; Writing Processes; Writing Achievement; Synchronous Communication; Electronic Learning; Web Based Instruction; Instructional Effectiveness; Video Technology; Group Dynamics; Interaction; Creativity; Affordances; Barriers; Preservice Teachers; Student Attitudes; Late Adolescents; Educational Technology; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Web Based Training; Unterrichtserfolg; Gruppendynamik; Interaktion; Kreativität; Schülerverhalten; Halbstarker; Unterrichtsmedien; Ausland; Türkei
Abstract	The present case study aims to compare collaborative writing activities produced on the Padlet website on the internet and in a face-to-face (F2F) environment. This study for which criterion sampling was used included two different groups, both of which were formed with four people. For the triangulation of the case study, texts produced F2F and online, video recordings of the F2F writing process and records of the group interviews conducted after the internet practice. Thus, comparative evaluation regarding various components, such as writing processes, writing achievement, group interaction, creativity, and opinions of participants was performed depending on different data types. The findings suggest that the online environment shone out with advantages, such as time, flexibility, supporting creativity through and multimedia tools, whereas F2F writing offered advantages in communication and simultaneous changes by group members. However, it was detected that online texts were more successful than F2F texts and students' achievement perceptions were higher in their Padlet texts. (As Provided).
Anmerkungen	International Journal of Psychology and Educational Studies. Sakarya University, Faculty of Education, Department of Educational Sciences, Sakarya, Turkey. e-mail: ijpesjournal@gmail.com; Web site: https://dergipark.org.tr/tr/pub/pes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01