Collaborative knowledge building with wikis: The impact of redundancy and polarity

Moskaliuk, Johannes; Kimmerle, Joachim; Cress, Ulrike

doi:10.1016/j.compedu.2011.11.024

Cited by 66 publications

(51 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…While there exist approaches to evaluate individual contributions of students in a collaborative learning project (Trentin, 2009;Judd et al, 2010), the literature on evaluation of interactions has not yet been fully dealt with as highlighted in a number of studies (Gredler, 2005;Trentin, 2009;Moskaliuk, Kimmerle, & Cress, 2012). The objective of this paper is to address this lack and extend prior research by investigating interactions in collaborative projects in a blended learning environment.…”

Section: Introductionmentioning

confidence: 82%

Evaluating types of students' interactions in a wiki-based collaborative learning project

Prokofieva

2013

AJET

View full text Add to dashboard Cite

Wiki technology has been promoted as a collaborative software platform. This study investigates interactions that occur in a wiki-based collaborative learning project. The study draws on interaction literature and investigates the types of interactions with which students are engaged in wiki-based group projects, clusters that reflect online interaction patterns and factors that affect students' interaction. The study employs a quantitative approach (principal component analysis, cluster analysis and Kruskal-Wallis test) and a qualitative approach (interviews). The results show that students' interactions online were of two types, student-content and student-student, with student-content interaction being dominant. An increase in online interaction was driven mainly by an increase in student-content interaction, while student-student interaction increased to a certain level and then stayed the same. The study also discusses factors that influenced both types of interaction and suggests guidelines on how student-student interaction can be encouraged.

show abstract

Section: Introductionmentioning

confidence: 82%

Evaluating types of students' interactions in a wiki-based collaborative learning project

Prokofieva

2013

AJET

View full text Add to dashboard Cite

show abstract

“…Research conducted on confirming the theorised co-evolution processes has produced promising results by analysing learning outcomes on individual and collaborative levels in wiki-based environments. Positive effects on processes of co-evolution of knowledge and individual learning have been reported with regard to incongruities between information sources (Kimmerle et al, 2011;Moskaliuk et al, 2009), positive effects between internal and external accommodation and assimilation processes (Kump et al, 2013;Moskaliuk et al, 2009) and on the polarity of information and redundancy of prior knowledge (Moskaliuk et al, 2012). These studies provided evident support for the co-evolution in wiki-based learning, but specifically addressed the construction of knowledge artefacts on the article level of wikis.…”

Section: Knowledge Building and Co-evolutionmentioning

confidence: 92%

“…General processes of accommodation and assimilation that are triggered by conflicting knowledge have been identified in both systems (Kimmerle et al, 2011;Kump et al, 2013;Moskaliuk et al, 2009Moskaliuk et al, , 2012. In wiki-related research to date, individual differences regarding the processing of ambiguous information and new perspectives in controversial discussions have not been reported.…”

Section: Individual Cognitive Influencesmentioning

confidence: 99%

Controversy awareness on evidence-led discussions as guidance for students in wiki-based learning

Heimbuch

Bodemer

2017

The Internet and Higher Education

View full text Add to dashboard Cite

Wikis mainly distribute user-generated content over the article and its corresponding talk page. While educational research provides article-related suggestions for learner's support, research has rarely analysed the potentials of supporting learning-related processes at the talk page level. With the presented experiment, we address this issue by investigating effects of visual controversy awareness information on content-related discussion threads. Such information can induce socio-cognitive conflicts which research assumes to be beneficial for learning, particularly when contradictory evidence leads wiki discussions. We investigated how controversy awareness highlighting as implicit guidance directs students' (N = 81) navigation and learning processes as wells as their internalized knowledge representations. Results indicate that the implementation of controversy awareness representations helped students to focus on selecting meaningful discussion threads. Our findings suggest that wiki talk page users can benefit from additional structuring aids and increase their learning outcome when being aware of occurring controversies.

show abstract

“…It is a medium, through which knowledge and information is produced, processed, disseminated and utilized the wiki technologies. Studies show that the topics of the information gathered in Wiki environment reflects the knowledge and outlook of the users [10][11][12]. Wiki-community members prefer not to include the information required in the wikipages, but the information they are interested in or they know better.…”

Section: Wiki Conceptmentioning

confidence: 99%

Impact of the Wiki Concept on the Formation of the Knowledge Society

Ələkbərova¹

2017

JPIS

View full text Add to dashboard Cite

Collaborative knowledge building with wikis: The impact of redundancy and polarity

Cited by 66 publications

References 36 publications

Evaluating types of students' interactions in a wiki-based collaborative learning project

Evaluating types of students' interactions in a wiki-based collaborative learning project

Controversy awareness on evidence-led discussions as guidance for students in wiki-based learning

Impact of the Wiki Concept on the Formation of the Knowledge Society

Contact Info

Product

Resources

About