Adapting Social Technology for use in Collaborative Learning and Writing in Higher Education Public
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In this study, the relationship between students’ perceived collaborative effort and their academic performance was analyzed, comparing outcomes between students instructed in using Google Drive to accomplish small group writing assignments and students who were not given specific direction with regard to using collaborative tools to complete their work. Additionally, students’ and faculty perceptions towards the suitability and use of Google Drive in collaborative writing was also investigated.
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Permanent link to this page: https://digital.wpi.edu/show/d217qp770