Structured learning with chatbots
Development of a hybrid collaborative process for text production
DOI:
https://doi.org/10.54337/ojs.globe.v21i1.11423Resumé
This article presents and examines a writing process model developed to support students’ purposeful interaction with a chatbot acting as a group member in text production. The model structures the writing process into successive phases with clearly assigned purposes, division of labour, indications of chatbot roles to scaffold interaction, decision-making, and workflow management. To examine the applicability of the model in teaching, an exploratory single case study with two groups of students working with the writing process model was conducted. Data sources included dialogue transcripts, screen recordings, prompting history, text products, and a retrospective focus group interview. The analysis showed that the model functioned differently across the two student groups. While one group successfully followed the phased workflow, the other struggled to follow the structure, resulting in limited human-chatbot interaction. The findings indicate a need for additional scaffolding to strengthen the model’s usability across diverse student groups.
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