Students’ engagement with a collaborative wiki tool predicts enhanced written exam performance

Stafford, Tom; Elgueta, Herman; Cameron, Harriet

doi:10.3402/rlt.v22.22797

Cited by 10 publications

(6 citation statements)

References 37 publications

(47 reference statements)

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“…For example, wikis were effectively used as course management tool in undergraduate courses (Zorko, 2009;Bradley et al, 2010). Stafford et al (2014) introduced wiki-based exercises to a long-running cognitive psychology course. Over two yearly cohorts, they found that the students who participated in the wiki collaborative tasks scored higher on the final written exam.…”

Section: Educational Approaches Of Wikismentioning

confidence: 99%

Students’ collaborative patterns in a wiki-authoring project

Jimoyiannis

Roussinos

2017

JARHE

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Purpose The purpose of this paper is to present a case study investigating students’ patterns of collaborative content creation in a wiki project that was designed to promote self-directed and collaborative learning in the context of a university course. In addition, it proposes a new organizational and analysis framework of students’ constructive and collaborative activities in wiki-authoring projects. Design/methodology/approach The key notion, around which the present conceptual and research framework was built, is that a wiki integrates a content space and a social (discussion) space both considered in collaborative manner. The analysis of student contributions to their wiki was organized along two dimensions: interaction and refection posts were analyzed using the framework of Community of Inquiry; content contributions to the wiki pages were classified into five categories: creating a new page, content expansion, content reorganization, content enrichment (with video, images or hyperlinks) and editing and grammatical corrections. Findings The analysis of the research data revealed important information that could help to depict an overall representation of individual interactions and contributions, students’ collaborative performance within wiki groups as well as the overall evolution of the wiki content. The findings showed that properly designed wiki projects can be effectively introduced in higher education with the aim to support students to improve their authoring and collaborative skills through critical thinking, peer interaction and reflection. Research limitations/implications The findings of this study are limited by the specific sample and the context of implementation. Future research will be directed to various educational contexts and to include in the analysis students’ experiences and learning outcomes of wiki-authoring activities. Practical implications The results provided supportive evidence that successful wiki-based projects in higher education depend on the way students’ individual and collaborative authoring contributions are interwoven. Effective wiki-based interventions should consider students’ learning as the outcome of both, individual and collaborative work, determined by self and peer reflection in wiki groups. Originality/value The originality and the significance of the present study are justified by the conceptual framework proposed which can guide both aspects of students’ learning presence within self-directed wiki-authoring projects, i.e. research and educational practice (design and monitoring).

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Section: Educational Approaches Of Wikismentioning

confidence: 99%

Students’ collaborative patterns in a wiki-authoring project

Jimoyiannis

Roussinos

2017

JARHE

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“…Overall, they found a limited collaboration among the participants using the wiki, while they did bulk of their discussion and sharing of ideas via email. [21] also engaged 216 students in voluntary wiki writing over a period of two years, at the end of which their exam performance was used to judge the benefits of wiki writing. Their findings showed that students who were actively involved in the wiki writing performed better than the less active students in their final exams.…”

Section: Related Workmentioning

confidence: 99%

“…Their findings showed that students who were actively involved in the wiki writing performed better than the less active students in their final exams. One short coming of this study is that little or no emphasis was placed on participation in the wiki writing and there was no incentive to motivate participants to contribute [21]. [11] assessed students' collaborative learning behaviour using wiki.…”

Section: Related Workmentioning

confidence: 99%

Exploiting the Use of Wikis to Support Collaborative Writing: A Case Study of an Undergraduate Computer Science Class

Adewoyin

Vassileva

2015

Lecture Notes in Computer Science

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Abstract. Use of wikis in education reflects a shift in the education paradigm from lecture and individual homework-based to a paradigm emphasizing student engagement and the construction of knowledge through collaboration and peer-help. Existing research work on the use of wiki in collaborative writing had given mixed results. The goals of this research are to investigate whether wiki supports learning of writing and argumentation skills, and whether the students are motivated to use it and see it as a useful learning tool. Our participants comprise ten senior undergraduate students of a Computer Science class, who engaged in collaborative writing using wiki for four weeks. Their contributions were graded by a designated TA. The grades assigned to both their final articles and individual contributions, and the wiki logs were analyzed to determine the quality and volume of their weekly contributions, while feedback was taken from them using questionnaire to sample their perception of the use of wiki in writing. Our results showed that the use of wiki is helpful in improving their writing skill. However, participants are not happy with the further use of wiki in their course work. Also, we found that they require extrinsic motivation, in form of feedback (grades) from the TA and acceptance of their contribution by their peers, to increase their participation in wiki writing.

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“…Junco et al (2011) applied ANOVA to calculate the impact on learning outcome and student engagement using twitter [13]. Stafford et al (2014) examined the wiki activity indicators and the final grades of the students [14]. The results showed that there was significant correlation among the two variables and students who were engaged with wiki activities acquired better overall score.…”

Section: Introductionmentioning

confidence: 99%

Using Predictive Modeling System and Ensemble Method to Ameliorate Classification Accuracy in EDM

Ashraf

Zaman

Ahmed

2018

AJCST

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Educational data mining has illustrated an increasing demand for extracting and maneuvering data from academic backdrop, to generate prolific information which is indispensible for decision making. Therefore in this paper, an attempt has been made to deploy various data mining techniques including base and meta learning classifiers across our pedagogical dataset to foretell the performance of students. Among several contemporary ensemble approaches, researchers have practiced widespread learning classifiers viz. boosting to predict the performance of students. As exploitation of ensemble methods is considered to be significant phenomenon in classification and prediction mechanisms, therefore analogous method (boosting) has been applied across our pedagogical dataset. The entire results have been evaluated with 10-fold cross validation, once pedagogical dataset has been subjected to base classifiers including j48, random tree, naive bayes and knn. In addition, techniques such as oversampling (SMOTE) and undersampling (Spread subsampling) have been employed to further draw a comparison among ensemble classifiers and base classifiers. These methods were exploited with the key objective to observe any improvement in prediction accuracy of students.

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Students’ engagement with a collaborative wiki tool predicts enhanced written exam performance

Cited by 10 publications

References 37 publications

Students’ collaborative patterns in a wiki-authoring project

Students’ collaborative patterns in a wiki-authoring project

Exploiting the Use of Wikis to Support Collaborative Writing: A Case Study of an Undergraduate Computer Science Class

Using Predictive Modeling System and Ensemble Method to Ameliorate Classification Accuracy in EDM

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