The Effects of Computer-Supported Collaborative Learning on Writing Performance, Metacognition, and Experience of Students with Writing Difficulties

Abstract

Students with writing difficulties often demonstrate a deficit in both cognitive and metacognitive skills when writing. They often struggle with task-related components of writing such as mechanics, taking notes when planning, or using a graphic organizer to plan their writing. Additionally, students with writing difficulties have challenges with the processes of planning continuously when writing, developing content, and making revisions to content as opposed to just mechanics. A variety of strategies, techniques, and technological tools can be effective in supporting students with writing difficulties. A Computer Supported Collaborative Learning Environment (CSCL) is one platform that demonstrates effectiveness when used with students who struggle with writing. Although this platform is effective, more research is needed regarding the effects of a CSCL environment when working with students specifically identified as having writing difficulties. The purpose of this design-based research study is to investigate the writing performance, metacognition, and experiences of students with writing difficulties when working in a CSCL environment. Twenty middle school students identified as having writing difficulties and three middle school special education teachers participated in this study. Results from this study expound on the potential affordances of a CSCL environment when used with students with writing difficulties, whom demonstrate cognitive and metacognitive difficulties during the writing process. The experiences of students who engage in writing instruction in a CSCL environment are also reported.