The tensions of transformation in three cross-institutional wikibook projects

Bonk, Curtis J.; Lee, Mimi Miyoung; Kim, Nari; Meng, Lingfei

doi:10.1016/j.iheduc.2009.04.002

Cited by 46 publications

(57 citation statements)

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“…Third, teachers should inform learners about collaborative working (Bonk et al, 2009) and conduct a practice task before starting the real project (Lin & Kelsey, 2009). Fourth, teachers should start and model communicative activities (Godwin Jones, 2003;Zorko, 2009).…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

“…Fourth, teachers should start and model communicative activities (Godwin Jones, 2003;Zorko, 2009). Last and most importantly, teachers should provide regular feedback to motivate and encourage learners (Bonk et al, 2009;Lin & Kelsey, 2009;Zorko, 2009) and offer clear instructions about the project (Bonk et al, 2009;Zorko, 2009). …”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

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Wikis as a Tool for Collaborative Language Learning: Implications for Literacy, Language Education and Multilingualism

Aydın

2014

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Summary. This study presents a review of the literature concerning the use of wikis as a tool for collaborative learning in the second language acquisition and foreign language learning process, as research on the use of wikis is relatively new. The study first introduces the theoretical background behind the use of wikis in the mentioned processes. Then, it reviews the studies concerning wikis as a tool for collaborative language learning. The study concludes that the use of wikis improves basic language skills, encourages positive perceptions of learning, increases motivation, provides opportunities to practice autonomy, and enhances inquiry learning and critical thinking, although they appear to have no effect on cultural proficiency. More importantly, Wikis appear to be an advantageous tool for improving writing, and may have additional benefits in developing literacy in multilingual contexts where access to minor languages in the educational process is limited. The paper ends with practical recommendations for teachers and researchers.Keywords: collaborative learning; collaboration; foreign language learning; learner autonomy; second language learning. IntroductionWithin the contexts of second language acquisition and foreign language learning, wikis constitute a quickly emerging and popular learning tool. Because research on their efficiency is relatively new, wikis' efficacy in the language acquisition and learning processes remains an open question. This study aims to review various scientific studies on the use of wikis as a tool for collaborative learning and their role within second language acquisition and foreign language learning contexts. The study first introduces wikis in general and focuses on the effects of wikis on education. Second, the study focuses briefly on the theoretical framework of wikis in language learning, particularly in terms of Collaborative Learning, Collaborative Writing, Constructivism, Situated Cognition, Autonomy, and Self-determination Theory. Finally, this study reviews research concerning Selami AYDIN 208 the use of wikis as a tool for language learning. It first reviews the studies on learners' attitudes towards and perceptions of the use of wikis in language learning and the effects of wikis on motivation. This study then focuses on the effects of wiki use on learners' cultural awareness, autonomous learning, inquiry learning, and critical thinking. Next, the study reviews the research concerning basic language skills, namely skills in speaking, reading, writing, and grammar.Finally, after a brief summary of the research reviewed, this study concludes with practical recommendations for teachers and researchers.

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Section: Conclusion and Recommendationsmentioning

confidence: 99%

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Wikis as a Tool for Collaborative Language Learning: Implications for Literacy, Language Education and Multilingualism

Aydın

2014

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“…The advantages of wikis for a variety of different uses and their inclusion in learning processes have been broadly studied and documented in classrooms, distance and blended learning, as have the potential pitfalls and critical issues associated with their use. In higher education settings, research has been carried out on a wide range of subjects related to wikis, including issues such as didactic and organizational arrangements for learning, design of open learning environments, and knowledge production (Baltzersen, 2010;Bonk, Lee, Kim & Lin, 2009; Karasavvidis, 2010; Kasemvilas & Olfman, 2009; Pusey & Meiselwits, 2009;Rice, 2009;Su & Beaumont, 2010; Trentin, 2009 Google Docs (GD) and EtherPad (EP) are tools promoted by software designers to be fairly intuitive to adopt for anyone accustomed to a word processor like Microsoft Word or Open OfficeWriter. Yet the fact remains that it is difficult to predict how students will behave in a real educational setting.…”

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confidence: 99%

Collaborative Writing with Web 2.0 Technologies: Education Students’ Perceptions

2011

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Executive SummaryWeb 2.0 technologies are becoming popular in teaching and learning environments. Among them several online collaborative writing tools, like wikis and blogs, have been integrated into educational settings. Research has been carried out on a wide range of subjects related to wikis, while other, comparable tools like Google Docs and EtherPad remain largely unexplored in the literature. This work presents a case study investigating education students' perceptions of collaborative writing using Google Docs and EtherPad. Both tools provide opportunity for multiple users to work on the same document simultaneously, have a separate space for written metacommunication, and are promoted by software designers to be fairly intuitive to adopt without prior training. The work investigates if perceptions depend on factors such as gender, age, digital competence, interest in digital tools, educational settings, and choice of writing tool, and examines if the tools are easy to use and effective in group work. This paper focuses on quantitative results of survey questionnaires. Further qualitative analysis will be presented in a later paper.The theoretical framework is drawn from two learning theories, the social-constructivist learning theory and the community of practice, and their relationships to collaborative tools. Related research literature is characterized by a number of issues: positive elements of use, advantages of using Web 2.0 technologies, critical issues regarding the pedagogical value of Web 2.0, and the role of the teacher in using these technologies.The case study participants were 201 education students who just began their four-year initial teacher education at two study programs with a total of six classes at the university Teacher Education Unit. They were assigned a collaborative writing task and asked to take an on-line survey on completion. When the survey closed, a total of 166 students (83.6%) had participated. The results were analyzed based on frequency distributions.The hypothesis that students with high digital competence and a positive attitude towards digital tools are more positive than average seems to be confirmed. Also gender does not play any particular role. As for younger students being more positive than older, the population of older students was so low that no conclusion can be drawn. The work does not validate that EtherPad users are more positive than Google Docs users, but this may be explained by EtherPad being unavailable for some time during the students' collaborative writing period.Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as cre...

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“…Some of that scholarship has involved cross-institutional research collaborations (Arnold, Ducate, Lomicka, & Lord, 2009), including research into inter-university online delivery projects (Bonk, Lee, Kim, & Lin, 2009). Some of these research collaborations have been facilitated by the use of social software and Web 2.0 technologies, the latter having been defined "as a second generation, or more personalised, communicative form of the World Wide Web that emphasises active participation, connectivity, collaboration and sharing of knowledge and ideas among users" (McLoughlin & Lee, 2007, p. 665).…”

Section: Literature Review and Conceptual Frameworkmentioning

confidence: 99%

Exploring a cross-institutional research collaboration and innovation: Deploying social software and Web 2.0 technologies to investigate online learning designs and interactions in two Australian Universities

Rossi¹,

Rensburg²,

Harreveld³

et al. 2012

JLD

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The tensions of transformation in three cross-institutional wikibook projects

Cited by 46 publications

References 2 publications

Wikis as a Tool for Collaborative Language Learning: Implications for Literacy, Language Education and Multilingualism

Wikis as a Tool for Collaborative Language Learning: Implications for Literacy, Language Education and Multilingualism

Collaborative Writing with Web 2.0 Technologies: Education Students’ Perceptions

Exploring a cross-institutional research collaboration and innovation: Deploying social software and Web 2.0 technologies to investigate online learning designs and interactions in two Australian Universities

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