A Protocol for Co-Authored Academic Writing: The "Draft-in-a-Day"

Autor/inn/en	Locke, Sean R.; Osborne, Jenna; Jung, Mary E.
Titel	A Protocol for Co-Authored Academic Writing: The "Draft-in-a-Day"
Quelle	In: Collected Essays on Learning and Teaching, 14 (2023) 1, (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Locke, Sean R.) ORCID (Osborne, Jenna) ORCID (Jung, Mary E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2368-4526
Schlagwörter	Collaborative Writing; Writing Processes; Authors; Revision (Written Composition); Writing Skills; Writing Instruction; Group Dynamics; Social Cognition; Learning Theories; College Faculty; Physical Education Teachers + Suchen Sie Ihr Suchwort? Author; Autor; Autorin; Korrektur; Writing skill; Schreibfertigkeit; Schreibunterricht; Gruppendynamik; Soziale Kognition; Learning theory; Lerntheorie; Fakultät; Physical education; Physical training; Teacher; Teachers; Sportlehrer
Abstract	The iterative process of writing a co-authored manuscript may take several months to complete. Draft-in-a-day is an alternative group-based approach to writing that draws on concepts from social cognitive and group dynamics theories to efficiently write the first draft of a manuscript, while providing rich opportunities for trainees to develop their writing skills. The purpose of this paper is to explore the usefulness and acceptability of draft-in-a-day by examining individual's experiences using the draft-in-a-day protocol. Twelve participants (four professors, eight trainees) who had used the draft-in-a-day protocol completed an online questionnaire about their experiences. Participant responses were analyzed using Braun and Clark's (2006) thematic analysis. There were four broad themes: group/social aspects, writing process, effectiveness/efficiency, and other. Overall, participants found a benefit to using the draft-in-a-day protocol for team-based writing. Participants were receptive to the draft-in-a-day method of writing, reported being very likely to use it in the future (M = 4.9, SD = 0.28; scale 1-5), and provided suggestions for improvement. This early-stage research provides a framework for efficient group-based writing in sport and exercise psychology. (As Provided).
Anmerkungen	Society for Teaching and Learning in Higher Education. 1280 Main Street West, Mills Library Room 504, Hamilton, Ontario L8S 4L6, Canada. Tel: 905-525-9140; Web site: https://ojs.uwindsor.ca/index.php/CELT/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01