The rapid development of social media tools has drawn much research interest in teacher education. This development has suggested that a wiki with discussion (i.e., an enhanced wiki) seems valuable in facilitating online collaborative and interactive learning. This study examined dynamic patterns of revision behavior in group writing by distinguishing two forms of interaction, cooperation, and collaboration. We tried to explore the links between revision behaviors in group writing and the social construction of knowledge in online discussions. Data from 30 pre-service teachers in a wiki project that lasted for three months were analyzed by using content analysis with visual techniques. Results suggested that the dynamics of revision behavior have evidently moved from cooperation toward collaboration during group writing activities. Compared with the low-collaboration group, discussions of the high-collaboration group demonstrated a gradual pattern of knowledge construction and revealed more metacognitive and social interaction features. This study contributed to existing group learning research and also shed light on collaborative writing pedagogy.

社交媒体工具的快速发展引起了教师教育的大量研究兴趣。这一发展表明，具有讨论功能的维基（即增强型维基）在促进在线协作和互动学习方面似乎很有价值。本研究通过区分互动、合作和协作两种形式，研究了小组写作中修订行为的动态模式。我们试图探索小组写作中的修改行为与在线讨论中知识的社会建构之间的联系。通过使用视觉技术的内容分析，对持续三个月的 wiki 项目中的 30 名职前教师的数据进行了分析。结果表明，在小组写作活动中，修订行为的动态显然已从合作转向协作。与低协作组相比，高协作组的讨论呈现出渐进式的知识建构模式，并显示出更多的元认知和社会交互特征。这项研究有助于现有的小组学习研究，也阐明了协作写作教学法。