Collaborative writing in e-learning academic environments of a university course about Educational Technology

This paper examines a type of writing practice that has become frequent in the professional and academic community: collaborative writing with digital technology mediation. We specifically focus on the university context. The aim is to describe the collaborative writing practices of an online course of Educational Technology, a subject of the Licentiate in Education in the Universidad Nacional de General Sarmiento, Buenos Aires, Argentina, based on a series of conceptual categories selected from specialized literature (writing strategies, phases and activities, document control modes, roles and work methods). These categories are adjusted and completed during the analytical process. In this sense, our main conclusion is that, in educational contexts, the analyzed concepts developed in the literature to study collaborative writing in general should be articulated with dimensions related to the teachers' role and the didactic strategies involved before, during and after the writing process.