Learning together through International Collaborative Writing Groups

Healey, Mick and Matthews, Kelly E. (2017) Learning together through International Collaborative Writing Groups. Teaching and Learning Inquiry, 5 1: 1-6. doi:10.20343/5.1.2


Author Healey, Mick
Matthews, Kelly E.
Title Learning together through International Collaborative Writing Groups
Journal name Teaching and Learning Inquiry   Check publisher's open access policy
ISSN 2167-4787
Publication date 2017-01-01
Sub-type Editorial
DOI 10.20343/5.1.2
Open Access Status DOI
Volume 5
Issue 1
Start page 1
End page 6
Total pages 6
Place of publication Calgary, AB, Canada
Publisher University of Calgary * Digitization and Repository Services
Collection year 2018
Language eng
Formatted abstract
The International Collaborative Writing Groups (ICWG) initiative creates a space for ongoing collaboration amongst scholars of teaching and learning who co-author a manuscript on a topic of shared interest. The second ICWG, linked to the 2015 International Society for the Scholarship of Teaching and Learning Conference in Melbourne, Australia, involved 59 scholars from 11 countries. In this piece, we describe the aims, process, and outcomes for the ICWG, comparing it with the first ICWG in 2012. While international collaboration around a topic of shared interest is generally viewed positively, the realities of collaborating online with limited face-to-face interactions to complete a manuscript can be challenging. We argue, despite such challenges, that ongoing collaboration amongst scholars is vital to the scholarship of teaching and learning (SoTL) movement. Drawing on our experience of leading the overall ICWG initiative and our research into participants’ experiences, we suggest there are individual dispositions toward collaboration that enrich and enable successful participation in ICWG experiences. We end by highlighting the final products arising from almost two year of collaborative thinking and writing from six groups.
Keyword Collaborative writing
International co-authoring
Scholarship of teaching and learning
Writer’s experience
Q-Index Code CX
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Editorial
Collections: HERDC Pre-Audit
Institute for Teaching and Learning Innovation Publications
 
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Created: Thu, 30 Mar 2017, 10:22:46 EST by Kelly Matthews on behalf of Institute for Teaching and Learning Innovation