- Non-native English speakers tended to have product-focused conceptions of OCW and to prefer pre-arranged or scaffolded OCW environments.
- The researchers believe this is because English learners have to juggle two tasks simultaneously: engaging with the subject matter (higher-order task) and achieving mastery over a new language (foundational task). Because they have to split their attention efficiently, most would prioritize language mastery and focus on more technical aspects of the writing task.
- Also, English learners might prefer pre-arranged and scaffolded environments due to lack of confidence working independently in a second language.

Associations Between Conceptions of OCW and Language Proficiency

- All students with learning-focused conceptions of OCW and who conceived of an effective OCW space as open and student-led had at least 6 years of work experience.
- Implies that "real-world" experiences of collaborative work in a professional setting can contribute to one's understanding of OCW as a process of knowledge-sharing and knowledge-building between team members.

Associations Between Conceptions of OCW and Work Experience

- Students with low or average ICT skills tended to prefer scaffolded environments regardless of their views on OCW.
- Less technologically-inclined students may feel less confident working without guidance due to their lack of familiarity with online writing programs and online communication.
- Implies that even experienced writers may face difficulty using OCW as a learning tool if they are unfamiliar with the technological tools available.

Associations Between Conceptions of OCW and ICT Skills

A few associations were uncovered between students' conceptions of OCW and some other factors, such as:
- English language proficiency
- Work experience
- Information and communications technology (ICT) skills

New York University

The four categories of conceptions represent an expansion of focus from seeing OCW as simple division of labor to seeing it as a more complex process of collaborative knowledge-construction and learning.


Students' Conceptions of Online Writing Tasks

The three categories of conceptions represent an expansion of focus from seeing an optimal OCW environment as being guided and monitored to seeing it as a student-led open space for creative discussion and learning.


Students' Conceptions of Online Writing Environments


Limbu, L., & Markauskaite, L. (2015). How do learners experience joint writing: University students' conceptions of online collaborative writing tasks and environments. Computers & Education, 82, 393-408. https://doi.org/10.1016/j.compedu.2014.11.024

How do Learners Experience Joint Writing: University Students’ Conceptions of Online Collaborative Writing Tasks and Environments

As participants’ conceptions of OCW tasks move up the hierarchy, their conceptions of other key aspects of OCW also change:
- Outcome of OCW: Created document → Learning knowledge and skills
- Learning between cowriters: Low → High
- Nature of OCW process: Coordination of group members → Collaboration between group members
- Intensity of interaction: Low → High
- Values and commitment: Formal commitment → Intrinsic motivation


Dimensions of Variation in Conceptions of OCW Tasks

- Writers with a broader, learning-focused conception of OCW tended to favor a more open OCW environment, while writers with a more product-focused conception tended to prefer pre-arranged environments. 
- However, about 75% of the participants indicated that they preferred scaffolded environments that were well-supported and adequately managed. The researchers theorized that this focus on scaffolding was because categories higher on the hierarchy are still inclusive of the lower tiers, so someone with primarily learning-focused OCW goals would still value creating a good product. As such, some guidance in group coordination and organization to facilitate effective group writing would be appreciated by most writers.


Associations between Conceptions of OCW Tasks and OCW Environments

As participants’ conceptions of OCW environments move up the hierarchy, their conceptions of other key aspects of OCW also change: 
- Purpose of writing environment
- Role of teachers
- Role of students

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