A STUDY OF COMPUTER SUPPORTED COLLABORATIVE WRITING

• Main Authors: Lee Hong-Chuan, 李鴻全
• Other Authors: 崔夢萍
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/15008925829046983883

碩士 === 臺北市立教育大學 === 課程與教學研究所課程與教學碩士學位班 === 96 === This study aimed to develop a computer supported collaborative writing system (CSCW) in elementary school and explored the effects of CSCW on elementary students’ writing and attitudes. This study was conducted in two third-grade classes of an elementary school which is located in SS District, Taipei City. Sixty-seven students of two classes were assigned to the CSCW group and the paper-and-pencil collaborative writing group. The results of this study were as follows: 1.The Computer Supported Collaborative Writing system (CSCW) This system was structured upon module of XOOPS. The CSCW was developed including a community management subsystem, a teacher instruction subsystem, an assisted writing subsystem and a writing section subsystem. The community management subsystem included on-line registration functions and identity verification mechanism. Teacher instruction subsystem included teachers’ on-line messaging, on-line monitoring, student grouping, and data management and other functions. The assisted writing subsystem included various tools for collaborative outline writing, tools for inputting phrases and sentences, tools for tracing previous revisions, tools for grouping and interactions, tools for rhetoric references, tools for writing product appreciation and other assisting tools which provide scaffolding during students’ writing process. 2. The effects of CSCW on students’ writing (1)Students in the computer supported collaborative writing group outperformed the students in the control group on the scores of Writing Scale (F=4.39, p< .05). (2)There was no significant difference between the experiment and control group on the “contents” and “structures” subtests of Writing Scale. (3)Students in the CSCW group outperformed the control group on the “phrases and sentences” subtest of Writing Scale (F=9.03, p< .05). 2.There was no significant difference between the CSCW and control group on the total scores and subtest of “peer interactions”, “writing motivation”, “writing reflections” of Writing Attitude Scale. 3.The experimental group students who conducted computer supported collaborative writing indicated significant correlation between the numbers of sentence revisions and scores of their progress on the Writing Scale (r= .42, p< .05). Overall, some suggestions were generated for related computer writing system developers and researchers in the CSCW fields.