Knowledge Construction in Wikipedia: A Systemic-Constructivist Analysis

Oeberst, Aileen; Halatchliyski, Iassen; Kimmerle, Joachim; Creß, Ulrike

doi:10.1080/10508406.2014.888352

Cited by 55 publications

(47 citation statements)

References 45 publications

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“…Prior research has measured knowledge construction through text analysis of the learning product artifacts, such as blog posts and online discussion forum posts (Kimmerle et al, 2013;Lan et al, 2012;Oeberst, Halatchliyski, Kimmerle, & Cress, 2014). The analysis of interaction has often been used as an indicator of knowledge construction (Gunawardena et al, 1997).…”

Section: Discussionmentioning

confidence: 99%

Examining Collaborative Knowledge Construction in Microblogging-Based Learning Environments

Luo

Clifton

2017

JITE:Research

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Aim/PurposeThe purpose of the study is to provide foundational research to exemplify how knowledge construction takes place in microblogging-based learning environments, to understand learner interaction representing the knowledge construction process, and to analyze learner perception, thereby suggesting a model of delivery for microblogging. Background Up-and-coming digital native learners crave the real-time, multimedia, globalinterconnectedness of microblogging, yet there has been limited research that specifically proposes a working model of Twitter's classroom integration for designers and practitioners without bundling it in with other social media tools. MethodologyThis semester-long study utilized a case-study research design via a multidimensional approach in a hybrid classroom with both face-to-face and online environments. Tweets were collected from four types of activities and coded based on content within their contextual setting. Twenty-four college students participated in the study. ContributionThe findings shed light on the process of knowledge construction in microblogging and reveal key types of knowledge manifested during learning activities. The study also proposes a model for delivering microblogging to formal learning environments applicable to various contexts for designers and practitioners. FindingsThere are distinct learner interaction patterns representing the process of knowledge construction in microblogging activities ranging from low-order to high-order cognitive tasks. Students generally were in favor of the Twitter integration in this study. Examining Collaborative Knowledge Construction 366 Recommendations for PractitionersThe three central activities (exploring hashtags, discussion topics, and participating in live chats) along with the backchannel activity formulate a working model that represents the sequential process of Twitter integration into classrooms. Impact on Society Microblogging allows learners omnichannel access while hashtags can filter the global noise down to meaningful bytes of information to target formal and informal learning. When shared amongst global users for participatory communication, it gives access to collaborative knowledge. This study gives practitioners and designers a working model to leverage microblogging and connect to their tech-savvy learners for more connected learning. Future ResearchFuture research may include experiments of this proposed model for delivering microblogging in: prolonged studies; compared to other microblogging methodologies; in non-hybrid delivery models such as asynchronous-only; in other academic or professional disciplines; or in other educational age ranges.

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Section: Discussionmentioning

confidence: 99%

Examining Collaborative Knowledge Construction in Microblogging-Based Learning Environments

Luo

Clifton

2017

JITE:Research

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“…Out of all of the sampled articles, 99 (0.53%) articles had at some point received at least one such tag. In our analysis we only considered those articles with a minimum of ten edits (10,265 articles in total; 96 tagged articles, 0.93%). Additionally, to test our hypothesis, we constructed contributor profiles, where a profile consisted of all the articles edited by a contributor and the corresponding number of edits contributed.…”

Section: Methodsmentioning

confidence: 99%

“…Controversial and conflictual issues are to be debated by the contributors until consensus is reached [10]. One way of instigating such a discussion is to apply one of several Wikipedia template messages, or tags, to an article, which indicate quality-related problems, such as articles' being biased, misleading, or factually wrong.…”

Section: Wikipedia As a Resourcementioning

confidence: 99%

Effects of Contributor Experience on the Quality of Health-Related Wikipedia Articles (Preprint)

Holtz¹,

Fetahu²,

Kimmerle³

2017

Preprint

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ObjectiveIn our study we have hypothesized a positive effect of contributor experience on the quality of health-related Wikipedia articles. MethodsWe mined the edit history of all (as of February 2017) 18,805 articles within the domain health & fitness in the English language version of Wikipedia. We identified tags within the articles' edit histories, which indicated potential issues with regard to the respective article's quality or neutrality. Out of all of the sampled articles, 99 (0.53%) articles had at some point received at least one such tag. In our analysis we only considered those articles with a minimum of ten edits (10,265 articles in total; 96 tagged articles, 0.93%). Additionally, to test our hypothesis, we constructed contributor profiles, where a profile consisted of all the articles edited by a contributor and the corresponding number of edits contributed. Results Independent sample t-tests ConclusionsOur findings indicate an effect of contributor experience on the quality of health-related Wikipedia articles. However, the breadth of previously edited articles is a stronger predictor than the mere volume of edits. More research is needed to disentangle the different aspects of contributor experience. We discuss implications of our findings with respect to ensuring the quality of health-related information in collaborative knowledge building platforms.

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“…Core learning processes have been theorized in novel ways, such as conceptual change (e.g., in terms of catastrophe theory; Roth, 2014), knowledge construction (e.g., via a systemic-constructivist framework; Oeberst, Halatchliyski, Kimmerle, & Cress, 2014), complex systems learning (e.g., through the lens of activity theory; Danish, 2014), and the theory-practice gap (e.g., in terms of principled practical knowledge; Bereiter, 2014). Studies of learning across multiple levels of analysis have included Langer-Osuna's (2015) study of identity processes across microgenetic, ontogenetic, and sociogenetic levels; Akkerman and Bruining's (2016) study of boundary crossing at intrapersonal, interpersonal, and institutional levels; and Jurow and Shea's (2015) study of scale-making projects at individual and sociogenetic levels.…”

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confidence: 99%

“…There has been a notably broad range of disciplinary contexts of learning in the past four volumes, including traditional school subjects but also music lessons (Kupers, van Dijk, & van Geert, 2017/this issue), amateur astronomy (Azevedo, 2013), a fish hatchery and laboratory (Roth, 2014), an online fandom community for a television show (Matthews, 2016), a Wikipedia entry (Oeberst et al, 2014), and multiple gaming environments (e.g., Martin et al, 2015;Sengupta, Krinks, & Clark, 2015).…”

mentioning

confidence: 99%

Outgoing Editors’ Note: The Journal of the Learning Sciences as a Mirror of Trends in the Field

Radinsky¹,

Tabak²

2016

Journal of the Learning Sciences

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Knowledge Construction in Wikipedia: A Systemic-Constructivist Analysis

Cited by 55 publications

References 45 publications

Examining Collaborative Knowledge Construction in Microblogging-Based Learning Environments

Examining Collaborative Knowledge Construction in Microblogging-Based Learning Environments

Effects of Contributor Experience on the Quality of Health-Related Wikipedia Articles (Preprint)

Outgoing Editors’ Note: The Journal of the Learning Sciences as a Mirror of Trends in the Field

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