Authors:
Anis M. Haddouche
1
;
Fahima Djelil
1
;
Christian Hoffmann
2
;
Nadine Mandran
2
and
Cédric d’Ham
2
Affiliations:
1
IMT Atlantique, Lab-STICC, UMR CNRS 6285, 29238 Brest, France
;
2
Université Grenoble Alpes, CNRS, Grenoble INP, LIG, 38000 Grenoble, France
Keyword(s):
Indicators, Collaborative Writing, Computer-Supported Collaborative Learning (CSCL), Learning Analytics.
Abstract:
Collaborative Writing (CW) is a common activity in education, which is being enhanced by the use of digital
learning environments, leading to a growing research field in Computer-Supported Collaborative Learning
(CSCL). In order to help teachers to monitor students CW, we propose two indicators that provide measures of
student contributions to a text writing, namely balance of contribution and co-writing. We also identified CW
strategies that are well defined in the literature. Moreover, we conducted a questionnaire evaluation to verify
the interpretation of the indicators and the strategies by teachers in higher education context, using student
reports edited in a collaborative digital environment called LabNbook, during physics and chemistry courses
in undergraduate level. Results showed that teachers have a good interpretation of the indicators and strategies.
This work contributes to research insights in CW, and motivates future work to design meaningful learning
indicators.