- This dimension of variation represents a shift in focus from group functioning to group accomplishment.
- In pre-arranged writing environments, the purpose of the affordances provided is to improve group functioning and enable them to complete the specified task together.
- In scaffolded environments, the purpose of the affordances expand to support individual learning goals alongside effective group functioning.
- In open environments, the purpose further expands to include affordances for freedom and flexibility in helping students attain self-defined learning goals.

New York University

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

Dimensions of Variation in Conceptions of OCW 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.


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

Purpose of Affordances in Online Writing Environment

- This dimension of variation represents a shift in focus from seeing teachers as central to the OCW experience to seeing them as merely complementary.
- In pre-arranged environments, teachers are central to the experience, crafting and defining the parameters of the collaborative writing task while coaching students through the task itself.
- In scaffolded environments, teachers are moderators who provide close guidance to their students and guidelines for their students to follow.
- In open environments, teachers only broadly facilitate the writing experience, and are just there as a resource for students to go to if needed.

Role of Teachers in the Online Writing Environment

- This dimension of variation represents a shift from seeing students as being passive actors in the environment to active creators of the environment.
- In a pre-arranged environments, students are passive actors moving along set guidelines.
- In a scaffolded environment, students passively shape the process and environment through their behavior.
- In an open environment, students actively shape their experience by defining their own learning goals and objectives.

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