Wikipedia in Education: Acculturation and learning in virtual communities

Brailas, Alexios; Koskinas, Konstantinos C.; Дафермос, Манолис; Alexias, George

doi:10.1016/j.lcsi.2015.07.002

Cited by 42 publications

(25 citation statements)

References 14 publications

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“…Similarly, P 1 observed, "The one that I use the most is YouTube because it has a lot of video clips and it supports the lesson with auditory and visual stimulus and thus is effective for the teaching and learning process" [Respondent: P 1). This is in line with the studies of [7], [8]- [25], that indicated that Twitter, WhatsApp, and YouTube were by far the most used social media tools for instructional sharing by tutors in the United States.…”

Section: B Types Of Social Media Tools and Its Extent Of Use For Leasupporting

confidence: 88%

“…They also believed that the integration of social media in e-learning will enhance communication and collaboration among students and academicians [7]. In a qualitative study, [8] found that teachers felt social media made their classrooms more interactive and allowed their students more quality opportunities to communicate and collaborate and improve teacher-to-student communication. Likewise, [9] found that 60% of their 137-participant sample felt that social media would improve student-to-teacher interactions.…”

Section: A Lecturers' Attitudesmentioning

confidence: 99%

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Usage and Perceptions of Social Media Tools among Higher Education Instructors

Alshehri¹

2019

IJIET

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This paper tried to investigate the current situation of using social media as tools for e-learning to support learning at an emerging university in the south of Saudi Arabia. It also examined the benefits of using social media tools in higher education and the important role that these tools can play to facilitate the educational process. Additionally, the barriers that lecturers could face during the use of social media tools in the educational process were examined. Participants in this study were 10 lecturers. Semi-structured interviews were used to collect data for this study. The results indicated that some of the interviewees had very positive attitudes towards using social media as tools for e-learning and felt that these tools were extremely effective instructional tools and should be integrated into the university curricula and that tutors should start using them as tools to aid the other learning environments. However, the results indicated that the major barriers to using these tools in learning were a distraction, opposing Islamic religious teachings, privacy issues, and cyberbullying. The study recommended that this study could be replicated at other Saudi universities to investigate factors and barriers that might affect Saudi students' attitudes toward using social media to support learning.Index Terms-Saudi Arabia, social media tools, higher education, advantages of social media use, disadvantages to social media use.

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Section: B Types Of Social Media Tools and Its Extent Of Use For Leasupporting

confidence: 88%

Section: A Lecturers' Attitudesmentioning

confidence: 99%

Usage and Perceptions of Social Media Tools among Higher Education Instructors

Alshehri¹

2019

IJIET

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“…However, it must be borne in mind that this collaborative process takes place outside of the 'protected' university environment and involves unmediated social interactions, in which students may often have to deal with people who do not always abide by netiquette rules. In addition, they have to bring all of their skill in dialectics and argumentation into play in order to 'defend' the entries they have added from changes or deletion by other Wikipedians (Brailas et al, 2015). From this standpoint, it is a form of 'meaningful' learning to build knowledge through dialogue (Hernandez-Serrano, Choi & Jonassen 2000), as 2 https://commons.wikimedia.org/wiki/File:Wiki_Education_Classroom_Program_example_grading_rubric.pdf…”

Section: Wikipedia In University Courses: Teaching Practices and Educmentioning

confidence: 99%

Wikipedia in university courses: teaching practices and educational benefits

Petrucco

2018

Research on Education and Media

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The academic world initially regarded Wikipedia with misgivings for a number of reasons, including the uncertainty concerning the reliability of its content, its anonymous authorship and the fact that students often use it as an easy way to cut and paste material for their coursework. In recent years, however, university instructors' perception of Wikipedia has changed significantly: it is seen as a useful teaching resource, as well as a promising environment for learning and collaborative knowledge building. It can be used for teaching purposes by assigning students to create and edit encyclopaedia articles. Such assignments can have many benefits: in addition to improving students' understanding of content, the assignments have been shown to increase their intrinsic motivation to learn, develop digital competences and build cross-cutting skills in online communication and interaction. Lastly, in connection with universities' institutional role, editing Wikipedia can be an interesting channel for the public communication of science.

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“…These two subsequent courses followed the implementation model based on the complexity principles described in this paper, and added the systemic idea of coevolving sub-systems: a group of tutor assistants (mainly former students) worked in parallel with the group of enrolled students to create a coevolutionary condition between them. In this way, the sub-group of tutor assistants created a hosting community culture, and students' learning during this course period was realized as an acculturation process (Brailas, Koskinas, Dafermos, & Alexias, 2015). Research data from these application examples have not yet been published and will follow.…”

Section: Other Concrete Examples Of How the Proposed Pedagogy Appliesmentioning

confidence: 99%

Teaching to emerge: toward a bottom-up pedagogy

Brailas¹,

Koskinas²,

Alexias³

2017

Preprint

Self Cite

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This paper focuses on the conceptual model of an academic course inspired by complexity theory. In the proposed conceptual model, the aim of teaching is to form a learning organization: a knowledge community with emergent properties that cannot be reduced to any linear combination of the properties of its parts. In this approach, the learning of the participants depends not so much on their individual action, as on being the coevolving parts of a self-organized whole. In this design, the role of the educator is to catalyze emergence and to facilitate bottom-up knowledge production. To achieve this, we present a systematic way to orchestrate in-class face-to-face activities in small groups while utilizing common web technologies to facilitate online collective action.

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Wikipedia in Education: Acculturation and learning in virtual communities

Cited by 42 publications

References 14 publications

Usage and Perceptions of Social Media Tools among Higher Education Instructors

Usage and Perceptions of Social Media Tools among Higher Education Instructors

Wikipedia in university courses: teaching practices and educational benefits

Teaching to emerge: toward a bottom-up pedagogy

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