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Collaborative Writing in Face-to-Face and Virtual Educational Environments and With Different Mediations of Digital Technology
This article aims to present a bibliographic review on the trends, contributions, and limitations of studies on collaborative writing in the last eleven years. The methodology defined four criteria for the inclusion of the studies: 1) the collaborative writing approach; 2) a publication date between 2009 and 2020; 3) articles published in Spanish, English, and Portuguese; and 4) the type of article: research, review, and theoretical. A search was conducted in the following databases: Scopus, ProQuest, Taylor & Francis, Web of Science, JSTOR, and Ebsco. The results of the review show that collaborative writing is not a process that is facilitated automatically by digital tools and mediations but requires an educational environment in which the participants recognize themselves as co-author peers of the text in a dialogic relationship. The study of collaborative writing involves considering relational aspects between the writers, the purpose of the writing and the intended audience, as well as textual coherence, which implies an expansion of the conception of writing. Among the limitations, it was identified that the studies reviewed do not delve into the incidence of collaborative writing on textual quality or argumentation in the production process. The conclusions highlight that collaborative writing poses the challenge of encouraning, at different levels of training, educational practices that promote joint construction among peers, creativity, and the pedagogical and ethical use of digital technology.
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