Collaborative writing in the classroom

Angel Fan, Angela Daly

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter discusses the affordances and limitations of the digital tool Google Docs as a collaborative writing platform to complement students' discussion process in an undergraduate law course in a research-intensive university in Hong Kong. The widely used editing tool was given a new role in conducting group discussion in the classroom of a culturally mixed group of students - to facilitate interculturality, document the learning process and visualize the scaffolding learning outcomes. Through careful classroom observation sessions and critical reflection, the tool, as a digital teaching and learning enhancement, is flexible, open and traceable and fosters ownership and knowledge co-creation in learning. Despite the limitations, such as anonymity, privacy and accessibility, Google Docs is a multifunctional tool that assists intercultural communication and facilitates the learning process.

Original languageEnglish
Title of host publicationDesigning Courses with Digital Technologies
Subtitle of host publicationInsights and Examples from Higher Education
PublisherTaylor & Francis
Chapter8
Pages56-60
Number of pages5
ISBN (Electronic)9781000410884
ISBN (Print)9781003144175
DOIs
Publication statusPublished - 3 Aug 2021

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