Exploring online writing collaboration through Herzberg’s two factor theory: A case study

Writing undoubtedly can be a complex and daunting process. When learners write collaboratively, they get to share ideas and knowledge that can ease the task. The present study intends to explore the perceptions of online collaborative writing and factors that can motivate or demotivate learners to write collaboratively. Thirty undergraduate students participated in this study and responded to a questionnaire which consists of 37 items after completing a collaborative writing task online for 14 weeks. Overall, the respondents had a positive perception towards online collaborative writing and this motivated them to complete the work. Poor internet connection, time management and lack of concentration were the challenges faced which hindered their progress in online collaborative task. The findings of the study yield interesting insights and implications on the teaching and learning of collaborative writing, especially in online settings.