Wikis and collaborative learning in higher education

Zheng, Binbin; Niiya, Melissa; Warschauer, Mark

doi:10.1080/1475939x.2014.948041

Cited by 142 publications

(106 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Les wikis, qu'ils s'approchent ou non du modèle Wikipédia, n'ont pas tardé à trouver leur place dans l'enseignement (Fountain, 2005;Zheng, Niiya et Warschauer, 2015). Dans la plupart des cas, le wiki forme l'une des composantes d'un cours, qui comprend également des activités en classe, où les étudiants se rencontrent physiquement.…”

Section: Wiki(pédia) Et L'enseignementunclassified

Enseigner en ligne au moyen d’un wiki : enjeux éthiques et choix technopédagogiques

Couture¹

2015

ethiquepublique

View full text Add to dashboard Cite

Ce document, disponible à http://r-libre.teluq.ca/104,est mis à disposition selon les termes de la licence Creative Commons Attribution 4.0 International. Enseigner en ligne au moyen d'un wiki : enjeux éthiques et choix technopédagogiques Mots-clésWiki, enseignement, apprentissage, éthique, communs AbstractFor an online university course, I devised a Wikipedia-like wiki based upon the same principles, rules and values. For instance, users may edit almost any page, even the learning activities instructions. However, during the design phase and the ensuing test period involving a few students, I faced a paradox of ethical nature. On the one hand, I wanted to provide an open and transparent collaborative environment, where everybody abides by the same rules and all issues are discussed overtly. On the other hand, as part of my responsibilities as a professor, I must respect course objectives, enforce administrative rules, ensure the integrity of assessment, and maintain conditions which facilitate learning. This tension led to various compromises, notably on the transparency of student-teacher interactions. The question is still open: To what extent is it possible to apply the values and practices of the commons to a formal learning environment?

show abstract

Section: Wiki(pédia) Et L'enseignementunclassified

Enseigner en ligne au moyen d’un wiki : enjeux éthiques et choix technopédagogiques

Couture¹

2015

ethiquepublique

View full text Add to dashboard Cite

show abstract

“…Students also report that they appreciate being able to identify individual contributions by group members (Osman-Schlegel, Fluker, & Cheng, 2011). Teachers report that using a wiki makes managing and assessing group work easier and more effective, as they can judge both the quantity and quality of contributions by individual group members (Elgort et al, 2008;Zheng et al, 2015;Zorko, 2009).…”

Section: Literature Review: Using Wikis In Higher Educationmentioning

confidence: 99%

“…Student collaborations in a wiki are likely to be ineffective if they lack appropriate learning design, pedagogical support, and scaffolding (De Wever, Hämäläinen, Voet, & Gielen, 2015;Foley & Chang, 2008;Judd et al, 2010;Larusson & Alterman, 2009;Lin & Kelsey, 2009;Zheng, Niiya, & Warschauer, 2015). Here scaffolding refers to the strategies and devices that support student learning (Rosenshine & Meister, 1992;van Merriënboer, Kirschner, & Kester, 2003).…”

Section: Literature Review: Using Wikis In Higher Educationmentioning

confidence: 99%

Wikis for group work: Encouraging transparency, benchmarking, and feedback

Abdekhodaee

Chase

Ross

2016

AJET

View full text Add to dashboard Cite

Technology is recognised as playing a part in the changing landscape in higher education; altering delivery modes and providing flexible opportunities for learning. Research into the use of wikis has shown that they provide many opportunities for student learning and the development of twenty-first century skills, however, there has been limited success in their use for collaboration. In this exploratory research, we report on a group wiki project in an engineering management unit at an Australian university. A wiki was introduced to replace the existing group report assessment to add transparency to the task. Each group had their own wiki and students were required to provide feedback to other group wikis which enabled transparency of students' report development and group progress. The research aim was to investigate student perceptions of using a wiki. Students found the wikis helpful for benchmarking their activity against their peers. Students stated that peer feedback had improved their work; however, much of the feedback given by peers was too brief to be constructive, and provided too late to be useful in guiding their work. This paper will be of interest to academics interested in using wikis in their teaching to develop feedback, transparency, and benchmarking.

show abstract

“…Regarding missing objectives during wiki-based learning, several supportive interventions have been designed and evaluated with a primary focus on the writer's task environment, such as setting a deadline or defining specific goals of an individual's writing task, which led to a set of extensions and design principles to facilitate group writing and constructivist learning processes for students in higher education (Kasemvilas and Olfman, 2009;Zheng et al, 2015). Regarding missing structure, socio-cognitive conflicts are suited for triggering individual elaboration and collaborative discourse, explicitly by suggesting different roles and collaboration processes (Kollar et al, 2006;Heimbuch et al, 2014) or implicitly by providing representational and informational guidance.…”

Section: /25mentioning

confidence: 99%

Controversy awareness on evidence-led discussions as guidance for students in wiki-based learning

Heimbuch

Bodemer

2017

The Internet and Higher Education

View full text Add to dashboard Cite

Wikis mainly distribute user-generated content over the article and its corresponding talk page. While educational research provides article-related suggestions for learner's support, research has rarely analysed the potentials of supporting learning-related processes at the talk page level. With the presented experiment, we address this issue by investigating effects of visual controversy awareness information on content-related discussion threads. Such information can induce socio-cognitive conflicts which research assumes to be beneficial for learning, particularly when contradictory evidence leads wiki discussions. We investigated how controversy awareness highlighting as implicit guidance directs students' (N = 81) navigation and learning processes as wells as their internalized knowledge representations. Results indicate that the implementation of controversy awareness representations helped students to focus on selecting meaningful discussion threads. Our findings suggest that wiki talk page users can benefit from additional structuring aids and increase their learning outcome when being aware of occurring controversies.

show abstract

Wikis and collaborative learning in higher education

Cited by 142 publications

References 28 publications

Enseigner en ligne au moyen d’un wiki : enjeux éthiques et choix technopédagogiques

Enseigner en ligne au moyen d’un wiki : enjeux éthiques et choix technopédagogiques

Wikis for group work: Encouraging transparency, benchmarking, and feedback

Controversy awareness on evidence-led discussions as guidance for students in wiki-based learning

Contact Info

Product

Resources

About