A new architecture for a collaborative authoring system

Much research has occurred in recent years detailing computer systems which support collaborative writing. In this paper we describe a collaborative authoring system capable of handling both synchronous and asynchronous communication between authors, based upon a writing model of coordination, writing, annotation, consolidation and negotiation. This assumes that the negotiation aspects play a major role in the collaborative process. A model linking the logical structure of documents and author roles is also established, based on the Standard Generalized Markup Language.     

Collaborative Writing Is Hard to Support: A Field Study of Collaborative Writing

This paper documents the results of a field test of Instant Update, a collaborative writing tool by a geographically dispersed department at the MITRE Corporation. Thirty-six participants were given Instant Update software and free training and support in exchange for their cooperation with data collection. These participants spent a great deal of time writing and communicating with each other about their written work. They began the pilot test with enthusiasm, using Instant Update for many types of documents and anticipating many benefits. After three months of experience they rated the actual benefits they received from the software lower than they had expected. Their usage became much more refined. They continued to use it for some types of documents, but stopped for others. The collaborative writing software was used successfully to create joint documents that have a consistent format and are produced on a regular basis (such as weekly activity reports) and for documents that provide access to shared information (such as a vacation calendar). It was used less successfully for the production of documents that require a complex work flow and have a changing group of contributors. We concluded that although collaborative writing is difficult to support and the currently available collaborative writing tools need to be improved before they can meet the needs of most co-writers, they are adequate for some types of tasks. Documents that are well defined and are created by experienced users who can cooperate well can benefit from the currently available tools.     

Empirical Study on Collaborative Writing: What Do Co-authors Do, Use, and Like?

How do people work when they are collaborating to write a document? What kind of tools do they use and, in particular, do they resort to groupware for this task? Forty-one people filled out a questionnaire placed on the World Wide Web. In spite of the existence of specialized collaborative writing tools, most respondents reported using individual word processors and email as their main tools for writing joint documents. Respondents noted the importance of functions such as change tracking, version control, and synchronous work for collaborative writing tools. This study also confirmed the great variability that exists between collaborative writing projects, whether it be group membership, management, writing strategy, or scheduling issues.     

Weathering wikis: Net-based learning meets political science in a South African university

Wikis represent flexible tools functioning as open-ended environments for collaboration while also offering process and group writing support. Here we focus on a project to innovate the use of wikis for collaborative writing within student groups in a final-year undergraduate political science course. The primary questions guiding our research were in what ways could wikis assist collaborative learning in an undergraduate course in political science and how we could support educators’ in the effective use of wikis? Curiously, wikis may serve as a mediating artifact for collaborative writing even among students who are reluctant to post online drafts. The paper raises questions concerning the nature and limits of lecturer and tutor power to deliver transformative educational innovations in relation to the capacity of students to embrace, comply with, or resist such innovation. In analysing the negotiation of the use of wikis in the course by and among the lecturer, tutors, and students, we draw on two principles in activity theory, which Yrjö Engeström argued are central to his model of expansive learning: multi-voicedness and contradictions [Engeström, Yrjö. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit; Engeström, Yrjö. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work14(1), 133-156.]. We add a third principle, transparency, to more fully capture what we observed.     

Incorporating citizens' views in local policy decision making processes

Local policy issues usually exhibit a high degree of complexity and uncertainty and are often characterized as “ill-structured” problems. Problem Structuring Methods (PSMs) rely on stakeholder representation and workshop format procedures to support policy making processes. We consider public participation as a way to reduce uncertainty and to improve the democratic legitimacy of those processes, and we propose a new model for e-participation (information and communication technology supported public participation), employing collaborative writing processes to produce agreed documents. These documents may then be used as formal input into the policy making process, thereby incorporating the citizens' views on those issues. A public participation support system has been developed according to this model.     

Design issues and model for a distributed multi-user editor

The collaborative editing of documents is a very common task nowadays. Writing groups are often distributed over many locations because of the globalization of organizations and the increasing interdisciplinarity of tasks. Since many writers already use computers for their jobs, providing computer support for the collaborative writing process has been identified as an important goal. Numerous tools for computer supported collaborative writing have already emerged but in most cases have not come into widespread usage. In this article the requirements of users for a collaborative editor are analyzed. Providing as much flexibility as possible to the users is identified as a basic need. According to the requirements summary a model for a group editing environment is presented. The model covers cooperative work in local and wide area networks using synchronous and asynchronous cooperation. Finally, an application of the model is presented in the form of the multi-user editing environmentIris.     

The effects of a wiki-based collaborative process writing pedagogy on writing ability and attitudes among upper primary school students in Mainland China

This study mainly explored the effects of a Wiki-based Collaborative Process Writing Pedagogy (WCPWP) on writing ability and writing attitudes among Primary Four students in Shenzhen, China. Besides, this study also investigated students' collaborative writing process with the WCPWP. Students wrote their compositions in a MediaWiki platform (www.joyouswriting.com) named Joyous Writing Club (JWC) developed by the first author. By using a quasi-experimental design, two groups (classes) of Primary Four students participated in this study. Both quantitative and qualitative data were collected including writing ability composition tests (pre-test and post-test), writing attitude tests (pre-test and post-test), online wiki documents, and observations. The results provided a general picture of the students' collaborative writing process and showed that the WCPWP had a positive but not significant effect on students' writing ability. Importantly, the results indicated that the WCPWP had a significant positive effect on the writing attitudes of students. The study further discussed the reasons related to the positive effects of the WCPWP on writing ability (not significant) and writing interests (significant). Implications and recommendations for primary school educators and Chinese language teachers are discussed.     

Electronic outlining as a writing strategy: Effects on students' writing products,mental effort and writing process

This study addresses to what extent and how electronic outlining enhances students' writing performance. To this end, the focus of this study is not only on students' final writing products but also on the organisation of the writing process (i.e., planning, translating, and reviewing) and perceived mental effort during writing. In addition, effects of repeated electronic outlining were examined. A combined within and between subjects design was implemented in which 93 10th-grade students wrote two argumentative texts with or without using electronic outlining. Analyses showed that using electronic outlining for planning and writing significantly improved the presentation of the argumentative structure. However, effects were less clear for correctly and completely establishing a text structure and no effects were found on the elaboration of students' argumentation. Process data showed that electronic outlining increased total process time, but no effect was found on students' overall planning and revision activities. Finally, self-reports showed no effect of electronic outlining on students' perceived mental effort. Nevertheless, repeated use of the same writing strategy enhanced writing fluency.     

协同写作系统多用户接口的设计

协同写作系统是计算机支持的协同工作系统（CSC，ComputerSupportedCooperativeWork）的典型应用，多用户接口是CSCW系统研究的重点。文章讨论了协同写作系统多用户接口设计方面的几个问题，比较了几种现有技术及其优缺点。     

Assessment of programming language learning based on peer code review model: Implementation and experience report

The traditional assessment approach, in which one single written examination counts toward a student’s total score, no longer meets new demands of programming language education. Based on a peer code review process model, we developed an online assessment system called EduPCR and used a novel approach to assess the learning of computer programming languages. Using this approach, students peer review programs written by other students, share ideas and make suggestions to achieve an objective of collaborative and interactive learning. Teachers assess and give scores to students based on their performance in writing, reviewing and revising programs and their abidance to a peer code review process. After using this approach in two courses in two consecutive semesters, we observed significant improvements of student learning in various aspects. We also conducted two questionnaire surveys and two interviews. The survey data and the interview report indicated that this assessment approach demonstrates high practical values in assessing student learning outcomes in programming languages. Additionally, this approach leads to several interesting research topics for future research in this field.     

Comparative study on the effects of groupware and conventional technologies on the efficiency of collaborative writing

In this paper the concept of efficiency in collaborative writing is considered in detail and a definition of efficiency is proposed. The definition of efficiency leads to the development of a research framework that delineates five operational measures of efficiency: (a) writing activities efficiency, (b) coordination efficiency, (c) quality of output, (d) absence of breakdowns, and (e) satisfaction with group performance. A comparative study is subsequently presented on the effects that groupware and conventional technologies have on the effciency of collaborative writing. The hypothesis is advanced that groupware can improve the efficiency of collaborative writing over conventional technologies. The results seem to support the hypothesis and indicate that (a) the groupware system examined in this study (MUCH system) offers efficiency benefits in terms of coordination, (b) MUCH users tend to face communication breakdowns while users of conventional technologies tend to face task-related breakdowns, (c) the documents produced with MUCH are of higher content quality, more coherent, and of higher rhetorical effectiveness than the documents produced with conventional technologies, and (d) the comparison of MUCH with conventional technologies shows no significant difference in terms of their effects on group performance satisfaction.     

一种支持协同写作的系统模型

协同写作系统是计算机支持雷同工作系统（ＣＳＣＷ,Ｃｏｍｐｕｔｅ Ｓｕｐｐｏｒｔｅｃｄ Ｃｏｏｐｅｒａｔｉｖｅ Ｗｏｒｋ）的典型应用,目前已经开发了许多支持协同写作的系统,但在这些系统大多没有得到实际的应用。本文提出了一种支持在广域网环境下同步或步异的协同写作的系统模型,着重探讨了该模型下的协作问题。     

Designing a document-centric coordination application over the Internet

In this paper we describe an experience in designing a groupware application distributed over the WWW to solve a conference management problem. The system we design coordinates the activities of several people engaged in reviewing and selecting papers submitted for a scientific conference. We discuss why such an application is interesting and describe how we designed it. The architecture we suggest implements what we call an active Web, because it includes entities which we are able to use and provide services offered through WWW infrastructures. Users, agents, and active documents can interoperate using a set of basic services for communication and synchronization. The active Web infrastructure we describe here is based on coordination technology integrated with Java.     

Using online shared workspaces to support group collaborative learning

The ability to work collaboratively is highly valued in today’s workplace. However, collaboration does not often naturally happen in a group. Certain strategies must be applied to coordinate individual efforts and monitor the learning process so that effective collaboration can take place. 34 groups from 4 PGDE (Post Graduate Diploma in Education) classes at NIE (National Institute of Education) in Singapore participated in this study. Each group of four members used an online shared workspace to collaborate. Results showed that about half groups actively used the workspaces to share resources, negotiate ideas, and coordinate their collaboration. On the other hand, using the workspaces helped the teacher to easily track and monitor the collaborative learning process, as the workspaces documented what group members did and how they gradually completed the assignment. The students were also required to write weekly progress reports. Results showed that writing progress reports helped group members to reflect on what they had done and also provided additional information for the teacher to confirm their individual contributions. Issues involved in coordinating and monitoring the collaborative learning process are discussed.     

Group awareness tools: It’s what you do with it that matters

This study examined the effect of using a group awareness tool on online collaboration. Furthermore, we examined whether the effect of using a group awareness tool on online collaboration is mediated by group awareness (i.e., students’ awareness of their group members’ levels of participation). To answer these questions, we determined how often and how long 107 secondary education students used the Participation-tool (PT), a group awareness tool designed to visualize group members’ relative contribution to the online collaborative process. Our analyses show that duration of PT use (how long students displayed the tool on their screens) significantly predicted group members’ participation in the online dialogue, their participation when writing collaborative texts, equality of participation within the group, and coordination and regulation of activities in the relational space (i.e., discussing the collaboration process with group members). No effect of using the PT on group performance was found. Mediation analyses showed that the effect of using the PT is only partially mediated by group awareness: an indirect effect of using the PT, via enhanced awareness of participation, on student participation during chat discussions and the collaborative writing process was found.     

Pair programming and the mysterious role of the navigator

Computer programming is generally understood to be highly challenging and since its inception a wide range of approaches, tools and methodologies have been developed to assist in managing its complexity. Relatively recently the potential benefits of collaborative software development have been formalised in the practice of pair programming. Here we attempt to ‘unpick’ the pair programming process through the analysis of verbalisations from a number of commercial studies. We focus particularly on the roles of the two programmers and what their key characteristics and behaviours might be. In particular, we dispute two existing claims: (i) that the programmer who is not currently typing in code (“the navigator”) is constantly reviewing what is typed and highlighting any errors (i.e. acting as a reviewer) and (ii) that the navigator focuses on a different level of abstraction as a way of ensuring coverage at all necessary levels (i.e. acting as a foreman). We provide an alternative model for these roles (“the tag team”) in which the driver and navigator play much more equal roles. We also suggest that a key factor in the success of pair programming may be the associated increase in talk at an intermediate level of abstraction.     

The price of free software: Labor, ethics, and context in distance education

The use, development, and dissemination of open-source software (OSS) appears to be more in line with the liberatory, collaborative, epistemological ideals of institutions of higher learning than does commercial software. However, our primary and secondary research reveals that due largely to institutional pressures and labor issues, open source software options are often not explored or considered when teaching distance-learning writing courses. In this article, we compare open source and commercial content/course management options and demonstrate the benefits and problems of specific applications. Additionally, we discuss our results from case studies of four instructors who teach distance-learning writing courses. We detail what types of applications they use, the level of institutional support they receive, and the motivations for their choices of applications.     

Integrating XML and CORBA to support collaborative writing using off-the-shelf editing software

In this paper, collaborative writing is modeled as a workflow application comprising a number of activities. Each activity is assigned to a co-author to edit certain part(s) of the shared document. The order of editing is governed by a workflow schedule, which can be modified during execution. To enable concurrent editing, a data definition scheme is proposed whereby documents are transformed into the XML format for internal storage. Effectively, a hierarchical structure is superimposed on each document, allowing it to be broken down into a number of independent parts. These parts may then be separately edited in parallel. Unlike other approaches, the system supports the use of off-the-shelf editor software. Users can thus adapt to the system easily and existing documents can also be re-used rapidly. A prototype has been built which supports collaborative editing of Microsoft Word^TM${}^{\mathrm{TM}}$ documents.