Digital collaborative writing in the quality management postgraduate
DOI:
https://doi.org/10.36958/sep.v7i1.248Keywords:
collaborative digital writing, evaluation, perception, postgraduate, quality managementAbstract
OBJECTIVE: this study aimed to compare the student grades assigned to variables related to their experience in participating in the collaborative digital editing of an application work in a statistics course within a postgraduate program in food quality management. METHOD: A quantitative, non-experimental, cross-sectional, and descriptive research approach was employed. A questionnaire with 18 items grouped into six dimensions was administered. Each item used a Likert scale ranging from 1 to 5. The results were analyzed using the non-parametric Kruskal-Wallis test with a 95% confidence level, followed by Dunn’s test with Holm-Sidak adjustment. Out of 30 students enrolled in the course, 28 responded to the questionnaire. RESULTS: Significant differences were found in the scores assigned to the six dimensions, with an associated p-value of 0.000583. Dunn’s test revealed two distinct categories: the first, consisting of the highest-rated dimensions—teacher support, writing evaluation, teamwork, use of digital technology, and course learning. The second category, which received lower ratings, only included perceived difficulties. CONCLUSION: The experience of editing a collaborative digital text, an activity that promotes socially oriented learning, was evaluated as satisfactory by the participating students. However, greater teacher support is needed to address the difficulties related to: a) equitable division of tasks, b) conciliation of opinions, c) active contribution to group work, and d) synchronization of schedules for teamwork.
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