Jon Olav Sørhaug is a researcher at the University of Agder (UiA). He has recently published the book Samskriving i skolen, med og utan kunstig intelligens (collaborative writing in schools, with and without artificial intelligence).

The book introduces theories and methods for how students can collaborate to write texts with each other – and with artificial intelligence.

"Writing together and using tools such as ChatGPT can promote learning during the writing process," says Sørhaug.

How students can write together

Collaborative writing involves two or more individuals jointly creating a text.

Sørhaug has conducted research on how students from Year 6 to upper secondary school engage in this process.

"Of course you learn a lot from writing alone. But research shows that collaboration offers something more. Students negotiate with each other throughout the process. They discuss possible solutions and adjust the text as they go. This strengthens both writing and thinking," he says.

Sørhaug refers to recent brain research and well-established pedagogical insights to underscore the importance of collaboration and conversation for learning.

"Students learn to express their knowledge. Conversation enhances their ability to verbalize, discuss and explore various perspectives. And it helps knowledge stick better," he adds.

Sørhaug mentions researchers such as Lev Vygotsky and Michail Bakhtin. They emphasize that knowledge is co-constructed. A positive social environment and constructive dialogue in the classroom foster good conditions for learning.

With bots as co-authors

Collaborative writing in schools is not new. The novelty lies in chatbots and artificial intelligence.

Sørhaug suggests that bots offer new opportunities for collaborative writing. He has observed students using them as assistants, sparring partners or mentors during the writing process.

But using bots effectively requires understanding. Students need to learn how to give them precise instructions.

"Bots are trained on vast amounts of text. They employ advanced models for language and writing. The response you get depends entirely on how you ask the question. That's why students should learn to give clear instructions. It's about being precise and critically assessing the responses," he points out.

Role-playing is one of the methods Sørhaug recommends. You can ask a bot to act as a writing coach and assist with different types of writing.

"My clear advice is that teachers must help students use bots as partners and teachers. Bots are not answer keys or text producers. What is most crucial is that students own their work and learn from the writing process," he says.
Positive toward artificial intelligence, under certain conditions

Sørhaug is positive about using artificial intelligence in schools, but with some reservations.

"Language models can support learning when the use of artificial intelligence is guided by the teacher for educational purposes. This means the teacher must understand the technology. And students must be trained to use it thoughtfully."

In primary schools, he suggests teachers should be particularly cautious with using this technology.

"Students must first learn foundational skills in reading and writing. Later in their educational journey, artificial intelligence can be a valuable tool, but it requires maturity," he says.

One challenge with artificial intelligence is that students may become passive. Sørhaug has observed some who simply copy suggestions from the bot without thinking for themselves.

"The students who gain the most from the technology are those who read and consider the bot's suggestions. This requires critical thinking and academic confidence," he says.

He also refers to research where he used screen recordings to see how students worked with chatbots.

"I saw clear differences: those who read, evaluated and edited likely learned the most. Those who only pasted the text probably gained little."

"Many students feel they're done once they've written a draft. But it's in the revision phase that the text improves. Professional writers know this. Therefore, it's essential to teach students to keep refining their texts after drafting," he explains.

Sørhaug stresses that students learn more if they get feedback while writing, not just afterwards. In schools, this is often a challenge. Students usually receive feedback on assignments after a week or two.

This is where artificial intelligence can help.

"Bots give quick feedback as you go. This motivates students to revise and improve while they are working," he says.

The new book is aimed at student teachers and teachers in schools. It combines research, theory and practical examples.

"I've spent two and a half years writing the book, drawing on experiences from classrooms, research and collaborations with teachers," Sørhaug says.

The book also offers 20 specific teaching plans for collaborative writing, ranging from Year 5-7 to higher education.

"When students write together, they learn academic content, but also build cooperation, language skills and critical thinking. As they work, they explain, listen, negotiate and adapt to each other, all of which help with their learning."

Traditional writing instruction often emphasizes individual skills. Sørhaug aims to highlight collaborative writing as an alternative, and a useful supplement.

"We must see writing as something social and cooperative. It's not just about thoughts in your head, but about communication and interaction," he says.