Wiki Technology in the Classroom: Building Collaboration Skills

Collier, Jill

doi:10.3928/01484834-20101117-02

Cited by 15 publications

(13 citation statements)

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“…Researchers question clinicians’ intentions to use the applications in their practice [28] and to contribute knowledge collaboratively [4,29,69]. Furthermore, it is unknown how CWAs can enhance the delivery of health care (eg, by empowering patients in decision making [70,71], by improving health care communication and education [18,27,32,72,73,74,75]), and benefiting health in developing countries [4,76]. While researchers have conducted systematic reviews on Internet and communication technologies (ICTs) [77,78] social media in health care [79-84] and research on Wikipedia in general [85], none have specifically focused on wikis and CWAs in health care.…”

Section: Introductionmentioning

confidence: 99%

Wikis and Collaborative Writing Applications in Health Care: A Scoping Review

et al. 2013

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BackgroundCollaborative writing applications (eg, wikis and Google Documents) hold the potential to improve the use of evidence in both public health and health care. The rapid rise in their use has created the need for a systematic synthesis of the evidence of their impact as knowledge translation (KT) tools in the health care sector and for an inventory of the factors that affect their use.ObjectiveThrough the Levac six-stage methodology, a scoping review was undertaken to explore the depth and breadth of evidence about the effective, safe, and ethical use of wikis and collaborative writing applications (CWAs) in health care.MethodsMultiple strategies were used to locate studies. Seven scientific databases and 6 grey literature sources were queried for articles on wikis and CWAs published between 2001 and September 16, 2011. In total, 4436 citations and 1921 grey literature items were screened. Two reviewers independently reviewed citations, selected eligible studies, and extracted data using a standardized form. We included any paper presenting qualitative or quantitative empirical evidence concerning health care and CWAs. We defined a CWA as any technology that enables the joint and simultaneous editing of a webpage or an online document by many end users. We performed qualitative content analysis to identify the factors that affect the use of CWAs using the Gagnon framework and their effects on health care using the Donabedian framework.ResultsOf the 111 studies included, 4 were experimental, 5 quasi-experimental, 5 observational, 52 case studies, 23 surveys about wiki use, and 22 descriptive studies about the quality of information in wikis. We classified them by theme: patterns of use of CWAs (n=26), quality of information in existing CWAs (n=25), and CWAs as KT tools (n=73). A high prevalence of CWA use (ie, more than 50%) is reported in 58% (7/12) of surveys conducted with health care professionals and students. However, we found only one longitudinal study showing that CWA use is increasing in health care. Moreover, contribution rates remain low and the quality of information contained in different CWAs needs improvement. We identified 48 barriers and 91 facilitators in 4 major themes (factors related to the CWA, users’ knowledge and attitude towards CWAs, human environment, and organizational environment). We also found 57 positive and 23 negative effects that we classified into processes and outcomes.ConclusionsAlthough we found some experimental and quasi-experimental studies of the effectiveness and safety of CWAs as educational and KT interventions, the vast majority of included studies were observational case studies about CWAs being used by health professionals and patients. More primary research is needed to find ways to address the different barriers to their use and to make these applications more useful for different stakeholders.

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Section: Introductionmentioning

confidence: 99%

Wikis and Collaborative Writing Applications in Health Care: A Scoping Review

et al. 2013

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“…In addition, wikis can provide task-specific benefits: when wikis were utilized for group work in a nursing program, students felt that it helped build knowledge, monitor progress, and avoid redundant work [9]. This rationale rings true with the CUSOM Wiki as well, which was created to help students avoid unproductive time spent re-discovering or recreating resources each year.…”

Section: Wikis In Educationmentioning

confidence: 99%

Taking Constructivism One Step Further: Post Hoc Analysis of a Student-Created Wiki (Preprint)

Pascoe¹,

Monroe²,

Macfarlane³

2017

Preprint

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“…The iGEM team wiki sites also function as a medium for communication and collaboration between teams and evidence suggests that such internet-based approaches are highly effective drivers of collaboration (Collier 2010;Sampaio-Maia et al 2014;Ostermayer and Donaldson 2015).…”

Section: Developing Approaches To Igem Team Supervisionmentioning

confidence: 99%

Developing the Higher Education Curriculum

Smith¹

2017

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Connecting research and teaching in disciplinary communities 148x List of tables L IS T O F CO N T RI B U TO R S xiiand Culture, Harvard Design Magazine, and Home Cultures, as well as in edited books, including his recently published edited book Sexuality and Gender at Home. Helen Chatterjee is Professor of Biology in the Division of Biosciences, School of Life and Medical Sciences and Head of Teaching andResearch at UCL Culture, UCL. She is a primatologist with a particular interest in the evolution of Southeast Asian primates and has a longstanding interest in university museums and the use of collections in object-based learning as well as to promote health and wellbeing.Elizabeth Cleaver is Director of Learning and Teaching at the University of the West of England. She previously worked at the University of Hull where she led the development of the Curriculum 2016+ approach to curricular and pedagogic design and enhancement. Her wider interests lie in the building of connections between teaching and research in academic settings and, in particular, in supporting colleagues to develop disciplinary pedagogies and disciplinary approaches to educational enquiry. Robert Cockcroft is an Assistant Professor in the Department of Physics andAstronomy at Western University, Ontario, Canada. His second postdoctoral research fellowship was at the MacPherson Institute (formerly MIIETL), where he worked with a number of Student Scholars including Sabrina Kirby. Corony Edwards pursued a successful academic career in EnglishLanguage at the University of Birmingham before being appointed as the University's Director of Educational Development in 2006. In 2012 she moved to the University of Exeter as Head of Education Quality and Enhancement. In 2016 she set up as a freelancer, offering her services to the sector as an independent consultant. She is a Principal Fellow of the HEA, and has significant experience of leading institutional quality enhancement and assurance activities and projects. Nick Grindle is Senior Teaching Fellow at the Arena Centre for Researchbased Education, UCL. Over the past six years he's developed a series of projects about how students learn with objects and in particular how they learn in gallery and study room environments, based in part on his teaching as an art historian. ShelleyLeonie Hannan is a Research Fellow at the School of History, Anthropology, Philosophy and Politics, Queen's University Belfast. She is a social and cultural historian working on themes relating to material culture, gender, intellectual life and the history of the home. She has a professional background in museums and heritage and has conducted research into the value of heritage objects in teaching and learning contexts. Dawn Johnson has worked in education, including compulsory and post compulsory, for the past 32 years. She is currently Director of the Certificate in Professional Studies in Higher Education at Xi'an JiaotongLiverpool University, and previously worked as an Academic Developer at the University of Centra...

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Wiki Technology in the Classroom: Building Collaboration Skills

Cited by 15 publications

References 0 publications

Wikis and Collaborative Writing Applications in Health Care: A Scoping Review

Wikis and Collaborative Writing Applications in Health Care: A Scoping Review

Taking Constructivism One Step Further: Post Hoc Analysis of a Student-Created Wiki (Preprint)

Developing the Higher Education Curriculum

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