Collaborative writing has become current interest in higher education and work place. The rise of web 2.0 genres such as wikis has allowed us to do online collaborative writing. However, writing in online collaborative manner is hardly taught and practised in tertiary education. The only forms of online collaboration in the writing process that students experience are typically variants of peer review, but even then the goal is still to improve upon individually authored document. This paper, investigate the relationships between writing phases and revision patterns during the online collaborative writing process. Three groups were observed. The study compared texts and investigated the nature of writing process evident in each group.  The study found that group developed unique patterns. In the future, the discovered patterns provided by performance sequence and dotted chart analysis can be used for providing feedback to student during their writing so that they are aware of the writing activities and can coordinate effectively.