Difference between revisions of "Higher education"
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|Title||Author(s)||Published in||Language||DateThis property is a special property in this wiki.||Abstract||R||C|
|Organización del conocimiento en entornos wiki: una experiencia de organización de información sobre lecturas académicas||Jesús Tramullas
Ana I. Sánchez
|Organización del conocimiento: sistemas de información abiertos. Actas del XII Congreso ISKO España y II Congreso ISKO España y Portugal||Spanish||2015||This paper reviews the informational behavior of a community of university students during the development of a learning activity with a wiki. Through a case study, analyzes the data available on the wiki, and identifies patterns of creating and organizing content. The wiki study is also done within the information management framework proposed by Rowley. The findings support the conclusion that students apply the principle of economy of effort in their informational behavior, guided by the assessment requirements of that activity, and Rowley's proposal is not suitable for analyzing and evaluating educational processes technologically mediated.||0||0|
|Effective integration of wiki for collaborative learning in higher education context||Yusop F.D.
Abdul Basar S.M.M.
|World Applied Sciences Journal||English||2014||Wiki is an asynchronous online collaborative tool thatcan be adapted for teaching and learning purposes. This study attempts to explore and develop a further understanding of the factors influencing students' participation and commitments in collaboration using wiki in a higher education context. The usage of wiki to support class instruction will also be evaluated. Findings from online wiki observations were found to be positive in terms of students' participation in their wiki pages. Six factors have been identified as playing important roles in motivating and engaging students in collaborative writing practices via wiki. An interesting finding emerging from this study was that different motivation and engagement levels between undergraduate and postgraduate students were attributed to their roles as part-time students. The findings of this study will provide instructors an understanding of the elements that could either encourage or hinder students' motivation and participation in wiki activities.||0||0|
|Facilitating student engagement and collaboration in a large postgraduate course using wiki-based activities||Salaber J.||International Journal of Management Education||English||2014||This paper investigates the impact of wiki-based activities on student participation and collaborative learning in a large postgraduate international management course. The wiki was used in this study as a facilitator for engagement and collaboration rather than a means of online discussions. Based on both qualitative and quantitative data, we find strong evidence that the use of the wiki facilitated student engagement and collaboration, both inside and outside the classroom. Moreover, student learning had significantly improved as a result of the enhanced learning environment.||0||0|
|Scalability of assessments of wiki-based learning experiences in higher education||Manuel Palomo-Duarte
|Computers in Human Behavior||English||2014||In recent years, the focus on higher education learning has shifted from knowledge to skills, with interpersonal skills likely being the most difficult to assess and work with. Wikis ease open collaboration among peers. A number of these skills can be objectively assessed by using wikis in an educational environment: collaborative writing, conflict resolution, group management, leadership, etc. However, when the number of students increases, their interactions usually increase at a higher rate. Under these circumstances, traditional assessment procedures suffer from scalability problems: manually evaluating in detail the information stored in a wiki to retrieve objective metrics becomes a complex and time-consuming task. Thus, automated tools are required to support the assessment of such processes. In this paper we compare seven case studies conducted in Computer Science courses of two Spanish universities: Cádiz and Seville. We comment on their different settings: durations, milestones, contribution sizes, weights in the final grade and, most importantly, their assessment methods. We discuss and compare the different methodologies and tools used to assess the desired skills in the context of each case study. © 2013 Elsevier Ltd. All rights reserved.||0||0|
|Students' engagement with a collaborative wiki tool predicts enhanced written exam performance||Stafford T.
|Research in Learning Technology||English||2014||We introduced voluntary wiki-based exercises to a long-running cognitive psychology course, part of the core curriculum for an undergraduate degree in psychology. Over 2 yearly cohorts, students who used the wiki more also scored higher on the final written exam. Using regression analysis, it is possible to account for students' tendency to score well on other psychology exams, thus statistically removing some obvious candidate third factors, such as general talent or enthusiasm for psychology, which might drive this correlation. Such an analysis shows that both high- and low-grading studentswho used the wiki got higher scores on the final exam, with engaged wiki users scoring an average of an extra 5 percentage points. We offer an interpretation of the mechanisms of action in terms of the psychological literature on learning and memory. © 2014 T. Stafford et al.||0||0|
|The impact of identity on anxiety during wiki editing in higher education||Cowan B.R.
|Journal of Enterprise Information Management||English||2014||Purpose: Although wikis are common in higher education, little is known about the wiki user experience in these contexts and how system characteristics impact such experiences. The purpose of this paper is to explore experimentally the hypothesis that changing the anonymity of identity when editing wikis will impact significantly on user editing anxiety and that this may be dependent on the type of edit being conducted. Design/methodology/approach: This hypothesis was explored using a controlled experiment study whereby users were given excerpts to include in their own words on a wiki site used for a psychology course. Users edited the wiki anonymously, using a pseudonym relevant to the context (a matriculation number) and using a full named identity. Users were also either asked to add content to the wiki or to delete and replace content on the wiki site. Findings: The paper found that users experienced significantly less anxiety when editing anonymously compared to when editing with a pseudonym or full name and that the type of edit being conducted did not impact the anxiety felt. Originality/value: The research highlights that the effects of anonymity discussed are also in operation in a wiki context, a more fundamentally anonymous context compared to blogs, bulletin boards or general computer-mediated communication tools.||0||0|
|Wiki tools in teaching English for Specific (Academic) Purposes - Improving students' participation||Felea C.
|Lecture Notes in Computer Science||English||2014||This study is based on an on-going investigation on the impact of Web 2.0 technologies, namely a wiki-based learning environment, part of a blended approach to teaching English for Specific (Academic) Purposes for EFL undergraduate students in a Romanian university. The research aims to determine whether there are statistically significant differences between the degrees of wiki participation recorded in the first semester of two consecutive academic years, starting from the assumption that modifications in the learning environment, namely the change of location for face-to-face meetings from class to computer lab setting and the introduction of more complex individual page templates may lead to increased wiki participation. Due to the project's multiple dimensions, out of which participation and response to the new online environment are particularly important, the results provide information necessary for further decisions regarding specific instructional design needs and wiki components, and changes affecting the teaching/learning process.||0||0|
|Analysis of students' participation patterns and learning presence in a wiki-based project||Roussinos D.
|Educational Media International||English||2013||The educational applications of wikis are becoming very popular among instructors and researchers and they have captured their attention and imagination. This paper reports on the investigation of a wiki project designed to support university students' collaborative authoring and learning. The design framework of the wiki-based project is outlined and an analysis framework is proposed as the result of combining analysis of students' collaborative actions, e.g. edits and posts in the wiki pages. The framework was applied to investigate students' engagement, their contribution to the wiki content and the patterns of collaboration and content co-creation they followed during the project timeline. Our findings revealed different patterns of students' contribution to their group wiki as well as their different roles. The paper concludes with suggestions for future development of the framework and research in the field of wiki learning design.||0||0|
|Discussing the factors contributing to students' involvement in an EFL collaborative wiki project||Lee H.-C.
|ReCALL||English||2013||A growing number of researchers have acknowledged the potential for using wikis in online collaborative language learning. While researchers appreciate the wikis platform for engaging students in virtual team work and authentic language learning, many also have recognized the limitations of using wikis to promote student collaboration (Alyousef & Picard, 2011; Arnold, Ducate & Kost, 2009; Coniam & Kit, 2008; Judd, Kennedy & Cropper, 2010; Warschauer, 2010). The current study aims to examine what factors facilitated or hindered student collaboration when a wiki environment was used to engage 103 Taiwanese students from two universities in an online picture book production project. Divided into 17 groups of four to six members, the students spent approximately one academic year forming online communities, learning to conduct peer editing, and collaboratively completing a final learning product, an online picture book. A variety of data, including the electronically archived versions of the wiki pages, students' responses to retrospective surveys, and focused follow-up interviews were collected and analysed. The findings suggested that the nature of the learning tasks, students' constant communication and appreciation of different opinions, the difficulties they encountered when communicating asynchronously, and students' expectations toward English learning affected to what extent they were involved in the online collaboration.||0||0|
|Use of Web 2.0 technologies in K-12 and higher education: The search for evidence-based practice||Hew K.F.
|Educational Research Review||English||2013||Evidence-based practice in education entails making pedagogical decisions that are informed by relevant empirical research evidence. The main purpose of this paper is to discuss evidence-based pedagogical approaches related to the use of Web 2.0 technologies in both K-12 and higher education settings. The use of such evidence-based practice would be useful to educators interested in fostering student learning through Web 2.0 tools. A comprehensive literature search across the Academic Search Premier, Education Research Complete, ERIC, and PsycINFO databases was conducted. Empirical studies were included for review if they specifically examined the impact of Web 2.0 technologies on student learning. Articles that merely described anecdotal studies such as student perception or feeling toward learning using Web 2.0, or studies that relied on student self-report data such as student questionnaire survey and interview were excluded. Overall, the results of our review suggested that actual evidence regarding the impact of Web 2.0 technologies on student learning is as yet fairly weak. Nevertheless, the use of Web 2.0 technologies appears to have a general positive impact on student learning. None of the studies reported a detrimental or inferior effect on learning. The positive effects are not necessarily attributed to the technologies per se but to how the technologies are used, and how one conceptualizes learning. It may be tentatively concluded that a dialogic, constructionist, or co-constructive pedagogy supported by activities such as Socratic questioning, peer review and self-reflection appeared to increase student achievement in blog-, wiki-, and 3-D immersive virtual world environments, while a transmissive pedagogy supported by review activities appeared to enhance student learning using podcast.||0||0|
|A wiki as a common framework for promoting autonomous learning among university students||Viciana-Abad R.
|International Journal of Innovation and Learning||English||2012||The process of adapting methodologically to European Credit Transfer System suffers from a lack in practical evaluations within the engineering field. One of the main competencies within the studies of telematics engineering is the development of skills related to behaving as technical consultants. This competency has been traditionally developed via publishing additional material through learning management systems; however, the approach followed within this study has promoted its development through the creation of practical guides within a wiki. The evaluation of this activity with students of different courses is presented herein, providing certain guidelines about its use as a support system for autonomous learning. Copyright||0||0|
|An adaptive semantic Wiki for CoPs of teachers - Case of higher education context||Berkani L.
|International Conference on Information Society, i-Society 2012||English||2012||This paper presents an adaptive semantic wiki dedicated to CoPs made up of actors from the higher education context (faculties, lecturers, teaching assistants, lab assistants). The wiki called ASWiki-CoPs (Adaptive Semantic Wiki for CoPs) is based on the semantic web technologies in order to enhance the knowledge sharing and reuse, offering the functionalities of a wiki together with some knowledge management features. ASWiki-CoP is based on an ontology used to describe the knowledge resources through the objective annotations and to express the member's feedback through the subjective annotations. Furthermore, we describe the member's profile in order to allow an adaptive access to the semantic wiki.||0||0|
|Characterisation of pre-service teachers' attitude to feedback in a wiki-environment framework||Peled Y.
|Interactive Learning Environments||English||2012||This is a two-phase research process in a wiki environment. The first phase explored (1) the significance of peer-feedback on students’ academic performance on a specific task in a wiki environment, (2) three types of peer-feedback and (3) students’ constraints on offering meaningful feedback to their peers. The objective of phase two was to determine the reasons why students refrain from peer-feedback. Significant correlation exists between the willingness to give feedback and the willingness to receive feedback. Significant correlation also exists between the difficulty of giving feedback and the difficulty of receiving feedback. Female students tend to consider feedback as the teacher's responsibility more than male students. Religious beliefs did not have any significant effect on any of the parameters tested. The results indicate that traditional students tend to be more conservative regarding feedback. There are worrying implications to pre-service teachers’ refraining from giving feedback.||0||0|
|Content analysis of wiki discussions for knowledge construction: Opportunities and challenges||Buraphadeja V.
|International Journal of Web-Based Learning and Teaching Technologies||English||2012||Research on several aspects of asynchronous online discussions in online and hybrid courses has been successfully conducted using content analysis in the past. With the increase in Web 2.0 and social media use in education, research on knowledge construction within newer virtual environments like blogs or wikis is just emerging. This study applies a well-known model of content analysis for knowledge construction to an educational wiki environment. Twelve graduate students' contributions to a wiki in a 14-week on-campus course on Web 2.0 technologies in education are analyzed. Results indicate that the wiki platform fosters collaborative knowledge construction and that is necessary to develop new frameworks to analyze content in new learning environments. Wiki environments provide opportunities for researchers to capture the process of collaboration, knowledge construction, and meta-cognition. Copyright||0||0|
|Designing the online collaborative learning using the wikispaces||Sulisworo D.||International Journal of Emerging Technologies in Learning||English||2012||Collaboration has become one of an essential skill necessary for effective functioning in society in the new era. As a consequence, the learning strategy at the higher education should consider this shifting. Web 2.0 technology is a new trend in communication technology that has become a basis of the new generation internet to make it a more mature and distinctive medium of communication. The problem is how to bring the offline learning using cooperative learning based on classroom to the online learning using this wiki. The learning design on this topic will give wide opportunity to access learning that more suitable to the new skill in the new era. Wikispaces is one of wiki facilities that operated in the web based. This wiki is so simple but suitable for collaborative learning. The learning scenario is Jig Saw approach modified to fit in the online collaborative learning environment. This technique, including two different treatments with different small groups in order to help learning and improving cooperation between students. Using this structure, students are responsible for share their skill or knowledge each other material.||0||0|
|Developing Dialogic Learning Space: The Case of Online Undergraduate Research Journals||Walkington H.||Journal of Geography in Higher Education||English||2012||This paper explores the learning spaces associated with two geography undergraduate research journals. Wikis provide dedicated spaces for postgraduate reviewers to collaboratively develop constructive feedback to authors creating a supportive online learning environment. In becoming published authors, undergraduates reported that they gained not only academic recognition and curriculum vitae (CV) material but an ability to apply constructive criticism, a desire for more dialogue about their research and the motivation to publish further work in the future. This paper concludes that scaffolding the research writing process can be greatly enhanced by the strategic design of dialogic online learning space.||0||0|
|The e-learning applications on higher education: Its actual and future significance. Statistical validation||Mareca P.
|Iberian Conference on Information Systems and Technologies, CISTI||Portuguese||2012||In this paper we analyze the evolution and the importance of the e-learning resources in the global higher education with a vision for the future. Its interest is due to the fact that these resources are switching from being mere support and complement for education to becoming directly involved in more advanced studies, including the participation of colleges of renowned prestige. The statistical methods are very important for the interpretation and validation of the e-learning resources. For this reason, in this work we deal also with the analysis of an important test: the hypothesis test, its validity and accurate application. We discuss the edition of a Wikipedia article by first year UPM (Universidad Politécnica de Madrid) students in such a way.||0||0|
|University futures: Wikipedia uni, core-periphery reversed, incremental managerialism or bliss for all?||Inayatullah S.||On the Horizon||English||2012||Purpose: The purpose of this paper is to overview the futures of the university by analyzing critical drivers. It also aims to assess drivers identified a decade ago on university futures. Design/methodology/approach: The paper reviews drivers, trends and scenarios. Findings: The paper finds first, globalization will likely continue but innovation will move to Chindia. Second, democratization has resulted by not as imagined a decade ago, rather, peer-to-peer or web 2.0 has changed the game. Three new scenarios are articulated: Wikipedia university; core-periphery reversed and incremental managerialism. Bliss for all remains an outlier. Practical implications: Asian-Pacific universities instead of adopting the used future of the core will find it wiser to innovate and create new visions as well as to develop new global ranking systems. Social implications: Traditional universities are the likely dinosaurs unable to thrive in a dramatically changing world. Increasing inequity in traditional western universities will likely further devalue higher education. New models of inclusion are required. Originality/value: The paper articulates new scenarios of the future, and assesses trends identified a decade ago. It provides a strategy for university administrators to navigate the challenges ahead.||0||0|
|Using the wiki as an experiential learning tool to engage students in undergraduate and graduate university courses||Sutton M.J.D.
|Cutting-Edge Technologies in Higher Education||English||2012||This literature review explores the academic material comprising applications, cases, courses, and classroom-based research in higher education where wiki tools appeared as an instructional technology. The authors define and describe the wiki concept, outlining a framework for wikis deployed as instructional technology tools. Additionally, analyses and syntheses of the findings are described from an interdisciplinary research literature search across many fields, along with a number of illustrative, exemplary cases demonstrating the application of this tool to teaching and learning. The authors also identify research evidence that outlines the benefits and strengths offered by new wiki technologies, while highlighting challenges, weaknesses, and issues encompassing their application in courses. The authors also outline numerous theories of learning that can be associated with wiki work; new forms of wiki-based learning; patterns of wiki technology use; characteristics of learners using wikis; and the changing role of teaching and teachers who instruct with wikis. Finally, we conclude with a summary of the findings and suggested future directions for studying wikis in higher education (HE). Although no broad, definitive prognosis yet exists that can point to a Cause-effect relationship between the application of wikis and increases in learning, a significant body of evidence has emerged that suggests that wikis positively stimulate the learning environment and increase the collaborative capabilities of learners when applied to course work. Copyright||0||0|
|Wiki-based collaborative learning in higher education: A pedagogical evaluation||Hadjerrouit S.||International Journal of Innovation and Learning||English||2012||The added value of wiki technologies lies in their potential power to support collaborative learning. One of the most important wiki technologies is MediaWiki - a collaborative web-based technology that allows multiple users to easily and quickly contribute to upload, build, and develop content on the web. MediaWiki applications are dynamic, constantly changing pages where users become collaborative authors. The aim of this paper is to allow students in higher education to develop wiki applications using the MediaWiki technology. This article also reports on a pedagogical evaluation of the wiki applications and technology by means of self-evaluation, peer review, and survey questionnaires. Copyright||0||0|
|Wikis as individual student learning tools: The limitations of technology||Allen M.
|International Journal of Information and Communication Technology Education||English||2012||This paper presents research into the attitudes and behaviours of students using wikis for individual writing tasks. The wiki-based assignment differs from the use of wikis normally researched because it was an individual task, not involving collaborative writing. This activity provides an excellent opportunity to learn more about how wikis are actually used by students in higher education. The research finds there is no compelling evidence that the wiki on its own improves performance over and above the general aptitude of students. It also finds that students generally did not utilise the wikis for high-intensity editing and revision. However, students did report that the wiki was valuable as a way of aiding them to review and develop their ideas. We conclude that using wikis for individual writing tasks can, where appropriate active instructions are given to support development of cognitive abilities, lead to improved outcomes for students. Copyright||0||0|
|A co-writing development approach to wikis: Pedagogical issues and implications||Hadjerrouit S.||World Academy of Science, Engineering and Technology||English||2011||Wikis are promoted as collaborative writing tools that allow students to transform a text into a collective document by information sharing and group reflection. However, despite the promising collaborative capabilities of wikis, their pedagogical value regarding collaborative writing is still questionable. Wiki alone cannot make collaborative writing happen, and students do not automatically become more active, participate, and collaborate with others when they use wikis. To foster collaborative writing and active involvement in wiki development there is a need for a systematic approach to wikis. Themain goal of this paper is to propose and evaluate a co-writing approach to the development of wikis, along with the study of three wiki applications to report on pedagogical implications of collaborative writing in higher education.||0||0|
|Assessments in large- and small-scale wiki collaborative learning environments: Recommendations for educators and wiki designers||Portia Pusey
|Lecture Notes in Computer Science||English||2011||This paper discusses assessment practice when wikis are used as learning environments in higher education. Wikis are simple online information systems which often serve user communities. In higher education, wikis have been used in a supporting function to traditional courses; however, there is little research on wikis taking on a larger role as learning environments and even less research on assessment practice for these learning environments. This paper reports on the assessment techniques for large- and small scale- learning environments. It explores the barriers to assessment described in the studies. The paper concludes with a proposal of five improvements to the wiki engine which could facilitate assessment when wikis are used as learning environments in higher education.||0||0|
|COLT: A proposed center for open teaching and learning||Forsyth P.
|WikiSym 2011 Conference Proceedings - 7th Annual International Symposium on Wikis and Open Collaboration||English||2011||The Center for Open Learning and Teaching (COLT) is a proposed interdisciplinary research consortium and network with a physical center at the University of Mississippi supporting the integration of effective Internet-based learning practices into education.||0||0|
|Enhanced mediawiki for collaborative writing in the web 2.0 era||Sumonta Kasemvilas
|Proceedings of the International Conference on Electronic Business (ICEB)||English||2011||The primary goal of this case study research is to investigate users' perceptions of the efficiency of MediaWiki used in the collaborative writing process for students in graduate classes. MediaWiki version 1.15.1 was used in this study. Two case studies were used to explore situations that were occurring as students used the MediaWiki instance. The results show that MediaWiki needs some additional features, such as chat, advanced text editor, and discussion to facilitate the collaborative writing process.||0||0|
|Innovative pedagogy for enhancing web-based collaborative learning in tertiary teacher education using wikis||Ng W.-S.||Proceedings of the 19th International Conference on Computers in Education, ICCE 2011||English||2011||This paper describes an innovative pedagogy to enhance collaborative learning in four classes of pre-service early childhood student teachers using wiki technology. Learning activities supported by Vygotsky's socio-cultural perspective were designed across twelve weeks. Outcomes of activities were collected as data source. The findings showed that this innovative teaching strategy enhanced students' collaboration learning.||0||0|
|Introducing Web 2.0 in education: A structured approach adopting a Web 2.0 implementation framework||Baxter G.J.
|Proceedings of the 2011 7th International Conference on Next Generation Web Services Practices, NWeSP 2011||English||2011||This paper provides an overview on the state of art of Web 2.0 use in Higher Education exploring reasons why and how Web 2.0 tools, namely, wikis, blogs and online forums are being used in educational settings. This paper acknowledges that there is an apparent lack of evidence in the Web 2.0 literature regarding the steps taken by educators to introduce Web 2.0 in the classroom. A Web 2.0 implementation framework is presented which provides educators with a set of practical steps to follow when adopting the use of Web 2.0 for the first time. This framework can be tested and developed in educational settings based on the experience of other educators.||0||0|
|Learning-oriented assessment of Wiki contributions: How to assess Wiki contributions in a higher education learning setting||Rodriguez-Posada E.J.
|CSEDU 2011 - Proceedings of the 3rd International Conference on Computer Supported Education||English||2011||Computer-Supported Collaborative Learning based on wikis offers new ways of collaboration and encourages participation. When the number of contributions from students increases, traditional assessment procedures of e-learning settings suffer from scalability problems. In a wiki-based learning experience, some automatic tools are required to support the assessment of such great amounts of data. We have studied readily available analysis tools for the MediaWiki platform, that have complementary input, work modes and output. We comment our experience in two Higher Education courses, one using HistoryFlow and another using StatMediaWiki, and discuss the advantages and drawbacks of each system.||0||0|
|Student perception of effectiveness of wiki-based group projects in higher education||Prokofieva M.||Innovation and Knowledge Management: A Global Competitive Advantage - Proceedings of the 16th International Business Information Management Association Conference, IBIMA 2011||English||2011||Wiki technology offers a knowledge sharing environment that promotes collaborative learning. Educational potential of wikis is grounded on the constructivist approach to knowledge acquisition and positions wikis as a convenient collaboration tool. The study employs a quantitative (cluster analysis) and qualitative (interviews) approach. The results of the study extend the existing literature by investigating the use of wikis in group projects in a blended learning environment. It compares wiki-based collaboration with more traditional forms of groupwork from the student's perspective. The study reveals that using a wiki based project reduces free-riding and social loafing in groupwork, however it does not guarantee greater collaboration among students. Further, a combination of a wiki based project with more traditional forms of groupwork enhances student's learning experience as students feel more comfortable and develop a deeper sense of community.||0||0|
|Wikis supporting research workshops in higher education||Rodriguez-Hidalgo R.C.
|Proceedings of the 6th Iberian Conference on Information Systems and Technologies, CISTI 2011||English||2011||This paper reports the results of a pilot study conducted on a Cuban Higher Education setting. A classroom of twenty students of the Sciences of Information career at Central University "Marta Abreu" of Las Villas (UCLV1) was inquired during the use of a wiki tool supporting a research workshop in the course of Databases Theory (DBT). The purpose of this study is to test the following hypotheses: (1) the collaboration supported by social software reinforces the peer relationships among the students of the class and (2) improves the time efficiency of the students and instructors (stakeholders) participating in these collaborative activities. A survey and several interviews were conducted to gather data about the social network the students formed for studying DBT, and about the time they spent on that. The results of these instruments were contrasted with the results of an observation conducted during the collaborative activities. The data of the students' achievements and social network state using the wiki tool were compared to similar data from other two precedent, non-wiki-supported research workshops. The use of the wiki tool was found effective to reinforce the peer learning relationships, and consequently, to improve their achievements on the subject. Finally, the time spent for accomplishing the collaborative learning activities did not decrease significantly during the use of the social software.||0||0|
|A comparison of Web 2.0 tools in a doctoral course||Meyer K.A.||Internet and Higher Education||English||2010||Adult, professional students in a doctoral-level course used Web 2.0 tools such as wikis, blogs, and online discussions to develop answers to six "Big Questions" related to higher education finance and also produced a research paper that used original data or the research literature to improve understanding of a specific topic. At the close of the course, students were asked to provide examples of learning for each question and each tool, and to evaluate the tools used. Bloom's Digital Taxonomy was used to evaluate levels of learning. Results indicated that the level of learning mirrored that of the Big Question or was at higher levels when students used new tools. Wikis generated objections from students who did not care for group work, although others found it a good collaborative tool. Blogs were more acceptable, but online discussions were preferred because of the interaction and sharing among students. Research papers allowed students to learn material of their own interest and to do so in depth. © 2010 Elsevier Inc. All rights reserved.||0||0|
|Feasibilty study on mobile and communication technologies for language learning||Osman M.
|Proceedings of the IADIS International Conference Mobile Learning 2010||English||2010||This paper describes a study that has been carried out to determine the feasibility for combining mobile and communication technologies for language learning for Malaysian students in higher education. Mobile phone can deliver learning in nugget size at anytime and anywhere to engage learners by providing content, reminders and quizzes. All of these can improve learning experience. Communication tools such as blog and wikis provide a way of sharing ones writing with others, such as ones classmates or team members. Comments and feedback in blogs and wikis can motivate and encourage students to be active participants and further improving their skills. The limitations and implications of the findings of the feasibility to provide directions for a larger study that is to follow.||0||0|
|Scholarly knowledge development and dissemination in an international context: Approaches and tools for higher education||Willis J.
|Computers in the Schools||English||2010||This paper looks at the process of collaboratively creating and disseminating information resources, such as journals, books, papers, and multimedia resources in higher education. This process has been facilitated and encouraged by two relatively new movements, open-source and, especially, open access. The most definitive expression of the principles of open access is the Budapest Open Access Initiative. It calls for the creation of journals that are freely available via the Internet to anyone. The broad principles of open access can be the foundation for creating many types of information resources-from online textbooks to sophisticated instructional videos. What distinguishes such open access resources is that they are distributed without charge to users and that most of the individual and institutional authors give permission for them to be revised, remixed, and reformed by users, who may then distribute the "new" version of the resource. Much of the work on open access information resources is collaborative and involves international teams with diverse experiences and areas of expertise. Such collaboration is not easy, but there is a growing set of electronic tools that support such work. The electronic toolbox for collaboratively creating new information resources includes tools that can serve as "electronic hallways" where potential collaborators can meet and interact informally; gateway Web sites and document repositories that support the exchange of information; Web tools that support groups with special interests; tools for supporting project teams; collaborative writing support systems including file sharing, document exchange, and version control software; wikis where a team can collaboratively write and revise documents, and project management software. There are also many avenues for disseminating information resources. These include open-access journals and the software packages that support them such as the Open Journal Systems package from the Public Knowledge Project, preprint and repository archives and the software for creating such archives (e.g., dspace, Fedora, Joomla, and Drupal), Web resources for indexing and locating relevant information, and international as well as virtual conferences and the software for operating such meetings. This paper explores the different approaches to both creating and disseminating information resources for higher education and evaluates some of the most commonly used software options for supporting these activities.||0||0|
|Web 2.0 research: Introduction to the special issue||Meyer K.A.||Internet and Higher Education||English||2010||[No abstract available]||0||0|
|A 'uses and gratifications' approach to understanding the role of wiki technology in enhancing teaching and learning outcomes||Zhongqi Guo
|17th European Conference on Information Systems, ECIS 2009||English||2009||The use of the Wikis in both post-graduate and undergraduate teaching is rapidly increasing in popularity. Much of the research into the use of this technology has focused on the practical aspects of how the technology can be used and is yet to address why it is used, or in what way it enhances teaching and learning outcomes. A comparison of the key characteristics of the constructivist learning approach and Wikis suggests that Wikis could provide considerable support of this approach, however research into the motivations for using the technology is required so that good teaching practices may be applied to the use of Wikis when utilized in the higher education context. This study articulates a research design grounded in the Technology Mediated Learning (TML) paradigm that could be used to explore teachers and students' motivations for using Wiki technology to enhance teaching and learning outcomes. Using the 'Uses and Gratification' approach, a popular technique used for understanding user motivation in technology adoption, a two-stage research design is set out. Finally, the paper concludes with a discussion of the implications for both information systems researchers and higher education.||0||0|
|Biwiki-Using a business intelligence wiki to form a virtual community of practice for Portuguese master's students||Neto M.
|Proceedings of the European Conference on Knowledge Management, ECKM||English||2009||Web 2.0 software in general and wikis in particular have been receiving growing attention as they constitute new and powerful tools, capable of supporting information sharing, creation of knowledge and a wide range of collaborative processes and learning activities. This paper introduces briefly some of the new opportunities made possible by Web 2.0 or the social Internet, focusing on those offered by the use of wikis as learning spaces. A wiki allows documents to be created, edited and shared on a group basis; it has a very easy and efficient markup language, using a simple Web browser. One of the most important characteristics of wiki technology is the ease with which pages are created and edited. The facility for wiki content to be edited by its users means that its pages and structure form a dynamic entity, in permanent evolution, where users can insert new ideas, supplement previously existing information and correct errors and typos in a document at any time, up to the agreed final version. This paper explores wikis as a collaborative learning and knowledge-building space and its potential for supporting Virtual Communities of Practice (VCoPs). In the academic years (2007/8 and 2008/9), students of the Business Intelligence module at the Master's programme of studies on Knowledge Management and Business Intelligence at Instituto Superior de Estatística e Gestão de Informação of the Universidade Nova de Lisboa, Portugal, have been actively involved in the creation of BIWiki-a wiki for Business Intelligence in the Portuguese language. Based on usage patterns and feedback from students participating in this experience, some conclusions are drawn regarding the potential of this technology to support the emergence of VCoPs; some provisional suggestions will be made regarding the use of wikis to support information sharing, knowledge creation and transfer and collaborative learning in Higher Education.||0||0|
|Feedback as dialogue: Exploring the links between formative assessment and social software in distance learning||Hatzipanagos S.
|Learning, Media and Technology||English||2009||The paper explores the relationship between formative assessment and social software. Formative assessment practices though beneficial for student learning become marginalised and constrained in open and distance learning environments in higher education. Feedback is a key factor in formative assessment and learners can benefit from the deployment of emerging technologies and the opportunities for participation and dialogue afforded by social software. This paper explores and proposes a conceptual framework for this relationship. The claim is that the social dimensions of emerging technologies - specifically, blogs and wikis - allow for formative assessment practices to be re-invented or at the very least facilitated by essentially participative and student-focussed interventions. A comparison of these technologies against formative assessment mechanisms identifies the types of processes that these new tools might best support to encourage effective feedback approaches that both empower the learner and enhance their learning experience.||0||0|
|IT education 2.0||Sabin M.
|SIGITE'09 - Proceedings of the 2009 ACM Special Interest Group for Information Technology Education||English||2009||Today's networked computing and communications technologies have changed how information, knowledge, and culture are produced and exchanged. People around the world join online communities that are set up voluntarily and use their members' collaborative participation to solve problems, share interests, raise awareness, or simply establish social connections. Two online community examples with significant economic and cultural impact are the open source software movement and Wikipedia. The technological infrastructure of these peer production models uses current Web 2.0 tools, such as wikis, blogs, social networking, semantic tagging, and RSS feeds. With no control exercised by property-based markets or managerial hierarchies, commons-based peer production systems contribute to and serve the public domain and public good. The body of cultural, educational, and scientific work of many online communities is made available to the public for free and legal sharing, use, repurposing, and remixing. Higher education's receptiveness to these transformative trends deserves close examination. In the case of the Information Technology (IT) education community, in particular, we note that the curricular content, research questions, and professional skills the IT discipline encompasses have direct linkages with the Web 2.0 phenomenon. For that reason, IT academic programs should pioneer and lead efforts to cultivate peer production online communities. We state the case that free access and open engagement facilitated by technological infrastructures that support a peer production model benefit IT education. We advocate that these technologies be employed to strengthen IT educational programs, advance IT research, and revitalize the IT education community. Copyright 2009 ACM.||0||0|
|The benefits of Geo-Tagging and microblogging in m-Learning: A use case||Christian Safran
|MindTrek 2009 - 13th International Academic MindTrek Conference: Everyday Life in the Ubiquitous Era||English||2009||The recent years have shown the remarkable potential use of Web 2.0 technologies in education, especially in the context of informal learning. The application of Wikis for collaborative work is one example for this theory applied. The support of learning in those fields of education, which are strongly based on visual location-based information, could also benefit from Geo-Tagging, a technique that has become popular lately, and m-Learning, which allows learning in-the-field. This paper presents first developments on the combination of these three concepts into a geospatial Wiki for higher education, TUGeoWiki. Our solution proposal supports mobile scenarios where textual data and images are managed and retrieved in-the-field as well as some desktop scenarios in the context of collaborative e-Learning. Within this scope, one critical issue arises while adding and updating textual information via the collaborative interface, which can be cumbersome in mobile scenarios. To solve this problem, we integrated another popular concept into our solution approach, Microblogging. Thus, the information pushed via short messages from mobile clients or microblogging tools to our m-Learning environment enables the creation of Wiki-Micropages as basis for subsequent collaborative learning scenarios. Copyright 2009 ACM.||0||0|
|Transparency and social responsibility issues for Wikipedia||Adele Santana
Donna J. Wood
|Ethics and Inf. Technol.||English||2009||Wikipedia is known as a free online encyclopedia. Wikipedia uses largely transparent writing and editing processes, which aim at providing the user with quality information through a democratic collaborative system. However, one aspect of these processes is not transparent--the identity of contributors, editors, and administrators. We argue that this particular lack of transparency jeopardizes the validity of the information being produced by Wikipedia. We analyze the social and ethical consequences of this lack of transparency in Wikipedia for all users, but especially students; we assess the corporate social performance issues involved, and we propose courses of action to compensate for the potential problems. We show that Wikipedia has the appearance, but not the reality, of responsible, transparent information production.||0||1|
|Use of wikis in K-12 and higher education: A review of the research||Hew K.F.
|International Journal of Continuing Engineering Education and Life-Long Learning||English||2009||One of the many recent technologies to appear in the educational landscape is the wiki. Drawing on literature until end of January 2008, we review past empirical research studies on the use of wikis in K-12 and higher education settings. This review is organised into three topics: the settings in which research on wiki was conducted, effects of wiki on learners outcomes and wiki usage profile. The conclusions overall suggest that most of the studies reviewed were descriptive and conducted in higher education settings involving participants from North America, and that past wiki research had been most frequently conducted in the education, and engineering and sciences disciplines. The question on whether the use of wikis can improve learners outcome such as writing ability is unresolved. Students liked the asynchronicity and traceability features of the wiki. Students use of wikis seemed to be influenced by four main factors: wiki usability, pedagogical issues, social environment and students technical knowledge and skills. Several limitations of previous empirical studies were discussed. We conclude by providing some recommendations for future research related to the use of wiki in education settings.||0||0|
|Active knowledge generation by university students through cooperative learning||Arribillaga E.||2008 ITI 6th International Conference on Information and Communications Technology, ICICT 2008||English||2008||Social and cultural transformations caused by the globalisation have fostered changes in current universities, institutions which, doing an intensive and responsible use of technologies,have to create a continuous improvement-based pedagogical model consisting on communities.To this end, we propose here the adoption of the so-called hacker ethic, which highlights the importance of collaborative, passionate, creative as well as socially-valuable work. Applying this ethic to higher education, current universities may become Net-Academy-based universities.Therefore, these institutions require a new digital culture that allow the transmission of hacker ethic's values and, in turn, a Net-Academy-based learning model that enable students transform into knowledge generators. In this way, wikitechnology-based systems may help universities to achieve the transformation they need. We present here an experiment to check whether these kind of resources transmit to the students the values of the hacker ethic allowing them to become active knowledge generators. This experiment revealed the problems of such technologies with the limits of the scope of the community created and the non-so-active knowledge-generator role of the students. Against these shortcomings, we address here a Wikipedia-based methodology and discuss the possibilities of this alternative to help current universities upgrade into Net-Academy-based universities.||0||0|
|Developing virtual simulation game for authentic learning: Realizing partnership between university and industry||Starcic A.I.||WSEAS Transactions on Communications||English||2008||The paper describes the development of virtual simulation-game-based learning environment. The key objective is to offer students and lifelong learners simulation-game environment that preserves real life authenticity. Presented is a simulation-game tailored for diversified student groups in graduate courses and employees in the tourism sector, aiming at giving them competences for international and global business management. The constructivism theory provides the framework of the simulation-game pedagogical approaches: learning by doing, learning with live experiences, experiential learning, problem-based learning, and learning in safety. The paper presents the partnership between university and industry in the design process of simulation-game and virtual community for assisting collaboration among users: entrepreneurs, students, teachers and trainers. Focus groups were formed in the design process of simulation-game, engaging all relevant stakeholders, and needs assessment was performed at the beginning of the project.||0||0|
|To wiki or to blog: Piloting social software technologies for assessment in a large first year information systems class||Alam S.L.||ACIS 2008 Proceedings - 19th Australasian Conference on Information Systems||English||2008||This paper describes two exploratory pilot projects using the social software technology (i.e. blog and wiki) for assessment purposes to teach an introductory Information Systems subject at University of Canberra in 2007. Social software technologies known as web 2.0 have gained considerable interest among academics across the higher education landscape. These tools have features that focus on the social construction of collective knowledge, communication, reflection and peer networking. However, while there are many claimed pedagogical benefits, little is known about the impact and effectiveness of social technologies to support innovative approaches to Information System assessment tasks in large classes. In this study the author reflects on the process of integrating social technologies into the teaching syllabus for assessment purposes and presents a reflective account of the outcomes of the trial from both student and staff perspectives. Important teaching and learning issues associated with the development and implementation of social technology based assessment tasks for large classes are discussed. This analysis confirms the importance of usability, workload and 'fit for task' for technology-infused teaching and learning for large classes.||0||0|
|Personal broadcasting: Applications in higher education||Wolf P.D.||Journal of Computing in Higher Education||English||2007||Personal Broadcasting, which includes podcasting, vodcasting, phonecasting, Webcasting, blogging, and wikis, is one of the emerging technologies that will have a significant effect on education within the next five years. This article describes the techniques used in personal broadcasting, describes how they are being used in higher education, outlines some advantages and disadvantages of personal broadcasting, and speculates on the role of personal broadcasting in student learning outcomes.||0||0|
|The use of new Technology in Higher Education: From Unlearning to wiki use Appropriation in a French Business School: A Case Study||Habib J.
|Proceedings of the European Conference on Knowledge Management, ECKM||English||2007||It is widely agreed that the development of new technology in higher education is of particular importance. Yet, with a few exceptions, little is known about the conditions of appropriation by learners in this specific context. This paper attempts to address the relationship between the appropriation of new technology and the process of unlearning. We investigate why and how the actions modifying old knowledge can favour the use of collaborative and virtual technology. The framework of the paper is built on a review of Giddens's theory of structuration and learning theories, with particular focus on the concept of unlearning (Nystrom and Starbuck 1984). Unlearning is defined as the questioning and destruction process of knowledge, logic and patterns established, in order to propose new responses and behaviours. The empirical study proposes the analysis of the process appropriation of wiki technology by 300 students in a French business school ["Euromed Marseille"] in their workgroup sessions. We use a case study methodology (Eisenhardt 1989, Yin 1990) based on a qualitative investigation (Miles and Huberman 1984) and a combination of different collection. The results show that unlearning of traditional workgroup methods clearly facilitates appropriation of wiki technology. In other words, the unlearning-learning process appears to be essential to create virtual collective knowledge. Furthermore, this research provides some evidence about the factors that influence the speed of unlearning - deviant behaviours and tensions within groups, weak ties among group members, various expertise and visions, flexible collaboration... Finally, we discuss the implications of these findings for research and practice, and also make recommendations to encourage unlearning opportunities in the process of new technology appropriation.||0||0|
|Co-reflection in online learning: Collaborative critical thinking as narrative||Yukawa J.||International Journal of Computer-Supported Collaborative Learning||English||2006||This article presents findings from a comparative case study of the learning experiences of two graduate students in an online action research course. The key roles played by reflection and co-reflection, an emerging concept, are identified through the use of narrative analysis. Co-reflection is a collaborative critical thinking process mediated by language, broadly construed to include all meaningful signs. Two types of co-reflection are proposed: tacit and active. Regardless of type, the evidence shows that co-reflection involves cognitive and affective interactions in synergy with relationship building. To the study of group cognition, this study contributes evidence of the potential of co-reflection as a core process. The simple, flexible software tools used in the course (wiki-style collaborative software and simple email and chat programs) effectively supported inquiry learning and co-reflection by allowing learners to freely and easily create their own web pages and to adapt the tools for their different communication and learning styles.||0||1|