Undergraduate students in asynchronous OCW experience hesitation to edit peers' written products and coordination difficulties about next steps¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In a preliminary lab study, five of nine students expressed discomfort making changes to paragraphs written by co-authors, mainly deletions. → Maya Usher 2025 q2 i? Four students reported coordination issues about planning needed next steps in the asynchronous task. → Maya Usher 2025

Evidence¶

Maya Usher 2025¶

Maya Usher, Ido Roll, Orly Fuhrman, Ofra Amir. (2025). Supporting Coordination and Peer Editing in Students’ Online Collaborative Writing Processes. International Journal of Artificial Intelligence in Education 35. https://doi.org/10.1007/s40593-024-00450-w

q2 · i? · qualitative · r2

Qualitative content analysis of a semi-structured group interview with nine undergraduates after a simulated asynchronous OCW task in Google Docs. The analysis "uncovered two recurring challenges", the first being "the hesitation to edit peers’ written products"; no effect sizes were reported.

"The analysis of the interview transcripts uncovered two recurring challenges. The first was the hesitation to edit peers’ written products."

Discussion¶

Related Claims¶

• SITU use nearly doubled the time students spent on major edits to paragraphs written by peers — related
• SITU use more than halved off-document web surfing during the OCW task — related
• SITU use doubled words added and multiplied fivefold words deleted from peers' paragraphs, and nearly doubled paragraphs receiving major edits — related
• SITU use reduced time to first major peer action by more than 50% — related