Wiki as a collaborative writing tool in teacher education: Evaluation and suggestions for effective use

Hadjerrouit, Said

doi:10.1016/j.chb.2013.07.004

Cited by 59 publications

(50 citation statements)

References 42 publications

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“…(Hassan) Although there was argument among group members but it was not that problematic. (Suzi) Collaboration through both wiki and face-to-face revealed that wiki can be a useful tool for collaborative writing (Hadjerrouit, 2014). It is not only as good as face-to-face but also even more effective because it can provide students with more opportunities to have effective interaction with one another.…”

Section: Revising Stage (Sub-group B)mentioning

confidence: 99%

“…Because of the potentials of the Web 2.0 technology in promoting interaction among learners and instructors, it is gaining much attention in online teaching and learning (Beldarrian, 2006). The Wiki technology, as such, has been providing new chances to foster collaborative writing in teacher education (Hadjerrouit, 2014). Wiki, a relatively new online software, is one of the open sources that can be an effective tool for collaboration in language learning.…”

Section: Introductionmentioning

confidence: 99%

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Collaboratively Composing an Argumentative Essay: Wiki versus Face-to-face Interactions

Ansarimoghaddam

Tan

Yong

2017

GEMA

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This study employed a qualitative case study method to compare learner-learner interaction on wiki and face-to-face collaborative writing in completing an argumentative essay. Face-toface collaborative writing refers to in-class meeting of students to write essays collaboratively. Thirty ESL tertiary students from an intact class participated in the study. They were randomly divided into Group 1 and Group 2. Each of the two groups was further sub-divided into five smaller groups comprising three members. Group 1 discussed and wrote the essay on the wiki platform while Group 2 did the same task face-to-face in the classroom. One sub-group from both modes of writing was selected for in-depth comparison. Data were collected from the collaborative writing processes on the wiki platform and audio-recordings of face-to-face interactions, and also from semi-structured interviews. The findings revealed that the participants of both modes of writing were able to evaluate different viewpoints, and understand shortcomings and strengths through interaction in either of the collaborative learning contexts. The collaboration through both modes of writing showed that the participants not only displayed similar understanding, but also learned from each other through developing and sharing different perspectives on the same issues. Of the differences found between the two modes of collaborative writing, Wiki is a more effective platform for drafting and revising, while planning is easier done through face-to-face interaction. The study implies that either mode of collaborative writing can be adopted by ESL language instructors who aspire to practice the social-constructivist approach to writing instruction especially in a blended learning environment.

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Section: Revising Stage (Sub-group B)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Collaboratively Composing an Argumentative Essay: Wiki versus Face-to-face Interactions

Ansarimoghaddam

Tan

Yong

2017

GEMA

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“…In the discussion page, students can argue about the specific subject and consequently they are encouraged to construct knowledge and develop critical thinking. In addition, previous research results demonstrated that wikis are also an efficient platform to measure collaboration (Lamb, 2004;University of Delaware, 2008;Hadjerrouit, 2014). Wiki platforms provide tools that enable professors to evaluate individually the student's contribution level through history log and statistics resources.…”

Section: Interactivity and Collaborationmentioning

confidence: 99%

“…Vygotsky introduced the concept of Zone of Proximal Development (ZPD), defined as the "distance between the actual developmental level as determined by independent problem-solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers" (Vygotsky, 1978). His social-cultural learning theory originally refers to expert-novice or teacher-student interactions but it has been applied to supportive behaviors by which students can help each other in the classroom or online platform (Guerrero & Villamil, 2000;Li & Zhu, 2013;Cicconi, 2014;Hadjerrouit, 2014). Online platforms offer new opportunities to work in groups, such as, wiki platforms with high interactivity potential that enables users to create and edit online hypertexts easily (Gomes & Sousa, 2013;Cheuk-Hang & Wei, 2014;Wang, 2014).…”

Section: Interactivity and Collaborationmentioning

confidence: 99%

Recommendations for Using Wiki in Online Group Projects in Engineering Educatio

Mello¹

2016

CBR

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Although Web 2.0 tools like blogs and wikis have been used for supporting collaborative learning in higher education, there are not many reports about implementation of that resource on engineering in Brazil. In this way, the main purpose of this research is to use a wiki platform for online activities and evaluate how students collaborate with each other in online tasks. It was investigated how collaboration can be measured on wiki platform.During four-week online activities, 40 students of Civil Engineering course were monitored on Wikispaces® platform. All students' actions were analyzed and classified as low, medium, or high level of collaboration. The data were collected through the statistical reports of Wikispaces® and Google Analytics platforms. It computed 336 students' actions: 16.67% as high level, 45.24% as medium, and 38.10% as low. During informal interview, most of students (70%) related that wiki was a nice tool for collaboration work. The results indicated that wiki platform is an important way to develop innovative activities and tasks for the purpose of improving engineers' abilities and skills such as: writing communication, organization, collaboration, and critical thinking development.Keywords: wikis and higher education, wiki-based project, collaborative activities online, measuring collaboration online IntroductionThe fast evolution of Information and Communication Technology (ICT) during the past two decades determined the way that people communicate, socialize, and learn. This event introduced a new generation of learners that have adopted mobile devices and Web 2.0 technologies such as Facebook® (facebook.com), Twitter® (twitter.com), YouTube® (youtube.com), Flickr® (flickr.com), blog, wiki, etc. to get information and communicate (May, Lensing, Tekkaya, & Grosch, 2014; Telefônica Foundation, 2014 Wikis and Higher Education

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“…His social-cultural learning theory originally refers to expert-novice or teacher-student interactions but it has been applied to supportive behaviors by which students can help each other in the classroom or online platform (GUERRERO, VILLAMIL, 2000;LI, ZHU, 2013;CICCONI, 2014;HADJERROUIT, 2014). Online platforms offer new opportunities to team working, for example, wiki platforms with high interactivity potential that enables users to create and edit online hypertexts easily (GOMES, SOUSA, 2013;WANG, 2014).…”

Section: Competences and Skills For 21st Centurymentioning

confidence: 99%

Activities Based on Wiki Platform for Engineering Higher Education: Students' Point of View

Mello¹

2017

RIAEE

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RESUMO:A rápida evolução das Tecnologias da Informação e Comunicação (TICs) colaborou para o surgimento de uma nova geração de aprendizes que têm adotado os aparelhos móveis e as tecnologias Web 2.0 para busca de informação e comunicação. As ferramentas baseadas na Web 2.0, tais como os blogs, wikis, Facebook, Instagram, etc., oferecem grandes possibilidades para colaboração. Assim sendo, o principal objetivo desta pesquisa foi planejar uma atividade na plataforma wiki para a disciplina Estruturas de Concreto Armado do curso de Engenharia Civil com o propósito de responder às seguintes questões: (1) Como a colaboração poderia ser mensurada efetivamente em uma plataforma wiki? (2) Qual é a perspectiva dos alunos sobre a utilização da plataforma wiki para uma atividade colaborativa? A plataforma Wikispaces Classroom foi escolhida para a realização do projeto por ser adequada para tarefas educacionais colaborativas. Além disso, ela pode ser facilmente acessada em tablets e smartphones. As ações de 167 alunos do curso de Engenharia Civil foram monitoradas através das ferramentas estatísticas da plataforma Wikispaces. Todas as ações dos alunos foram analisadas e classificadas como baixo, médio ou alto nível de colaboração. No final do projeto 111 alunos responderam a um questionário e 10 participaram de uma entrevista informal onde expressaram a opinião deles sobre a plataforma, as atividades propostas e o relacionamento com seus colegas no ambiente online. Foi realizada uma análise estatística descritiva dos dados coletados na plataforma, questionários e entrevistas. Os resultados indicaram que a plataforma wiki é uma importante opção para o desenvolvimento de projetos e atividades colaborativas com o propósito de melhorar as seguintes habilidades dos alunos de engenharia: comunicação escrita, organização, colaboração e pensamento crítico. PALAVRAS-CHAVE:

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Wiki as a collaborative writing tool in teacher education: Evaluation and suggestions for effective use

Cited by 59 publications

References 42 publications

Collaboratively Composing an Argumentative Essay: Wiki versus Face-to-face Interactions

Collaboratively Composing an Argumentative Essay: Wiki versus Face-to-face Interactions

Recommendations for Using Wiki in Online Group Projects in Engineering Educatio

Activities Based on Wiki Platform for Engineering Higher Education: Students' Point of View

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