| Collaborative learning|
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|Related keyword(s)||Computer-supported collaborative learning, Collaborative learning tool|
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Collaborative learning is included as keyword or extra keyword in 0 datasets, 0 tools and 94 publications.
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|Title||Author(s)||Published in||Language||DateThis property is a special property in this wiki.||Abstract||R||C|
|Collaborative tools in the primary classroom: Teachers' thoughts on wikis||Agesilaou A.
|Lecture Notes in Computer Science||English||2014||The purpose of this work-in-progress study is to examine the attitudes of primary school teachers in Cyprus on the use of wikis as a mean to promote collaborative learning in the classroom. A survey investigation was undertaken using 20 questionnaires and 3 semi-structured interviews. The survey results indicate a positive attitude of teachers in Cyprus to integrate wikis in primary education for the promotion of cooperation. As such collaborative learning activities among pupils are being encouraged.||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|
|Evaluating the use of wikis for EFL: A case study of an undergraduate English writing course in China||Sun Z.
|International Journal of Information Technology and Management||English||2014||This study aims at examining the effectiveness of applying wikis in tertiary-level English as a foreign language (EFL) classes. The use of wikis in English for specific purposes (ESP) course-Business English Writing-by undergraduate students in a university in China was investigated through data analysis of test results as well as interviews. Performance results on Business English Certificates (BEC) preliminary (pre-test) and BEC vantage (post-test) revealed that the experimental group significantly outperformed the control group in writing in the post-test. Interviews showed that students held a rather positive view towards the use of wikis in the ESP writing class and they favoured the tool mainly for its effect of enhancing their learning motivation and its function for collaborative learning. Still, a few students were not accustomed to this type of e-learning for varied reasons. Implications of the results are that wikis can benefit EFL learners by improving their writing skills in a collaborative environment. Copyright||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|
|Fostering collaborative learning with wikis: Extending MediaWiki with educational features||Popescu E.
|Lecture Notes in Computer Science||English||2014||Wikis are increasingly popular Web 2.0 tools in educational settings, being used successfully for collaborative learning. However, since they were not originally conceived as educational tools, they lack some of the functionalities useful in the instructional process (such as learner monitoring, evaluation support, student group management etc.). Therefore in this paper we propose a solution to add these educational support features, as an extension to the popular MediaWiki platform. CoLearn, as it is called, is aimed at increasing the collaboration level between students, investigating also the collaborative versus cooperative learner actions. Its functionalities and pedagogical rationale are presented, together with some technical details. A set of practical guidelines for promoting collaborative learning with wikis is also included.||0||0|
|Learning from a wiki way of learning||Page K.L.
|Studies in Higher Education||English||2014||There is a growing need to design learning experiences in higher education that develop collaborative and mediated social writing practices. A wiki way of learning addresses these needs. This paper reports findings from a case study involving 58 postgraduate students who in small groups participated over eight weeks in a mediated collaborative writing project with and through wiki contexts. The project was not assessed but designed for task-based domain learning. Evaluation of the project was conducted using data drawn from multiple sources collected before, during and after the project. Findings show that participation in the project had a positive relationship with student exam performance, and web familiarity. Patterns of individual and group wiki project participation, and sex differences in participation, are discussed. © 2014 © 2014 Society for Research into Higher Education.||0||0|
|Motivating Wiki-based collaborative learning by increasing awareness of task conflict: A design science approach||Wu K.
|Lecture Notes in Computer Science||English||2014||Wiki system has been deployed in many collaborative learning projects. However, lack of motivation is a serious problem in the collaboration process. The wiki system is originally designed to hide authorship information. Such design may hinder users from being aware of task conflict, resulting in undesired outcomes (e.g. reduced motivation, suppressed knowledge exchange activities). We propose to incorporate two different tools in wiki systems to motivate learners by increasing awareness of task conflict. A field test was executed in two collaborative writing projects. The results from a wide-scale survey and a focus group study confirmed the utility of the new tools and suggested that these tools can help learners develop both extrinsic and intrinsic motivations to contribute. This study has several theoretical and practical implications, it enriched the knowledge of task conflict, proposed a new way to motivate collaborative learning, and provided a low-cost resolution to manage task conflict.||0||0|
|Students experiences of using Wiki spaces to support collaborative learning in a blended classroom: A case of Kenyatta and KCA universities in Kenya||Gitonga R.
|2014 IST-Africa Conference and Exhibition, IST-Africa 2014||English||2014||Wiki spaces are simply web pages that allow users to create, edit and share each other's work. This paper shares experiences from a group of students who were using the Wiki spaces in their course work. It attempts to use collaborative knowledge building theory to evaluate the existing Wiki spaces practices in order to inform stakeholders on the power of Wiki spaces in setting students on a knowledge building trajectory. The respondents were 150 university students from Kenyatta and KCA universities in Kenya whose lecturers had created Wiki spaces for collaborative group tasks as part of their coursework during the September to December 2013 semester. More than 50% of the students found the Wiki spaces promoting the various aspects of knowledge building such as reflective learning and propagating idea diversity to be useful. This paper underscores the importance of Wiki spaces as environments for positioning today's students on a knowledge building track which is a skill set requirement for the 21st century graduate.||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|
|Use of moodle as a tool for collaborative learning: A study focused on wiki||Sonego A.H.S.
Do Amaral E.M.H.
|Revista Iberoamericana de Tecnologias del Aprendizaje||English||2014||This paper aims to evaluate the Wiki tool on Moodle, according to student performance. Research was conducted with students who were using the virtual learning environment, in which they had engaged in the construction of a collaborative text, showing the importance/consequences of the use of information technologies and communication, in small and medium enterprises in the region of Sant'Ana do Livramento city. Wiki provides collaborative learning and building of concepts, thus creating a final result with the help of author and coauthors that lead to dialogue and interaction among students. © 2014 IEEE. Personal use is permitted.||0||0|
|Wiki as a collaborative writing tool in teacher education: Evaluation and suggestions for effective use||Hadjerrouit S.||Computers in Human Behavior||English||2014||Wiki technology provides new opportunities to foster collaborative writing in teacher education. To empirically evaluate the level of collaborative writing in a wiki-based environment, this article used three methods and their combination. The first method was the history function that records all students' actions, enabling to trace all changes made in the wikis. The actions were analyzed in terms of number and percentage of contribution using a taxonomy categorized by 10 editorial types. The second method examined comments posted on the wiki discussion page to evaluate the level of collaboration. The third method provided feedback on the level of collaboration by means of peer assessment. The results show important differences in the types of contributions across the categories investigated. The results also reveal that the level of collaborative writing was lower than expected. Possible factors that may influence wiki-based collaborative writing are discussed. Finally, suggestions for effective use of wikis as collaborative writing tools in teacher education conclude the article. © 2013 Elsevier Ltd. All rights reserved.||0||0|
|Wiki based collaborative learning in interuniversity scenarios||Katzlinger E.
|Electronic Journal of e-Learning||English||2014||In business education advanced collaboration skills and media literacy are important for surviving in a globalized business where virtual communication between enterprises is part of the day-by-day business. To transform these global working situations into higher education, a learning scenario between two universities in Germany and Austria was created where students worked together in virtual interregional learning groups. This article reports about a study of an interuniversity collaborative learning scenario within the subject of e-business. Participating students collaborated virtually and documented a shared case study in a Wiki. When working together, learners used different synchronous and asynchronous tools for close virtual collaboration around a Wiki toolset such as forum, chat, video conferencing and other social media. Students applied given case studies (e.g. from Harvard Business Review) or they worked out a business case from their own experience, which covered a range of upcoming e-business topics. In an attending evaluation study with around 460 participants from two universities, 259 questionnaires were evaluated. It reveals several substantive effects like • Tremendous influence of interregional group work for media competencies • Hidden social aspects and conflict potential • Scenario design and different media usage • Teaching effort vs. learning outcome of such a scenario • Learning impact for different student groups depending on gender, employment, graduation or online-moderation. The findings of this study reveal several interesting aspects concerning media usage and show how students benefited from Wiki work in this virtual learning scenario.||0||0|
|Wiki-mediated collaborative writing in teacher education: Assessing three years of experiences and influencing factors||Hadjerrouit S.||CSEDU 2014 - Proceedings of the 6th International Conference on Computer Supported Education||English||2014||Wikis have been reported as tools that promote collaborative writing in educational settings. Examples of wikis in teacher education are group projects, glossary creation, teacher evaluation, and document review. However, in spite of studies that report on successful stories, the claim that wikis support collaborative writing has not yet been firmly confirmed in real educational settings. Most studies are limited to participants' subjective perceptions, and do not take into account influencing factors, or the relationships between wikis and the learning environment. In this paper, students' collaborative writing activities over a period of three years are investigated using a taxonomy of action categories and the wiki data log that tracks all students' actions. The paper analyses the level of contribution of each member of student groups, the types of actions that the groups carried out on the wikis, and the timing of contribution. The article also discusses personal and contextual factors that may influence collaborative writing activities in teacher education, and recommendations for students as well.||0||0|
|A formative evaluation of WIKI's as a learning tool in a face to face juvenile justice course||Bowman S.W.||Educational Technology Research and Development||English||2013||Current literature indicates an increased pedagogical value of technology integration in university coursework. One form of technology that encourages collaborative, online teaching and learning is a wiki, an online application that allows participants to partner and direct a website. This article describes the design and formative evaluation of a semester-long wiki project that was conducted during three face-to-face juvenile justice courses. Upon completion, 61 students completed written, open-ended evaluations of the project with a focus on (a) the strengths of the project, (b) knowledge of the juvenile justice system gained through the project, and (c) suggestions to improve the overall effectiveness. NVIVO8 was used to code and analyze the results of their responses. Results indicate that the Juvenile Justice Wiki Project demonstrated a real-life (online) understanding of the juvenile justice system in a face-to-face meeting, a more comprehensive examination of the juvenile justice system compared to a more traditional book and lecture pedagogy, and a perceived value in the collaborative, constructivist approach. A formative evaluation indicates future structural and pedagogical project modifications according to student evaluations and perceptions.||0||0|
|A triangulated investigation of using wiki for project-based learning in different undergraduate disciplines||Chu E.H.Y.
|Proceedings of the 9th International Symposium on Open Collaboration, WikiSym + OpenSym 2013||English||2013||This study investigates the use of wiki to support project-based learning (PBL) in 3 undergraduate courses of different disciplines: English Language Studies, Information Management, and Mechanical Engineering. This study takes a methodological triangulation approach that employs the use of questionnaires, interviews, and wiki activity logs. The level of activities and the types of core actions captured on wiki varied among the three groups of students. Students generally rated positively on the use of wiki to support PBL, while significant differences were found on 9 items (especially in the "Motivation" and "Knowledge Management" dimensions of the questionnaire) among students in the three different disciplines. Interviews revealed that these differences may be attributable to the variations in the natures and scopes of the PBL, as well as in the different emphases that students placed on the work presented on the wiki. This study may provide directions on the use of wiki in PBL in undergraduate courses. Categories and Subject Descriptors K.3.1 [Computers and Education]: Computer Uses in Education - collaborative learning. General Terms Experimentation, Human Factors. Copyright 2010 ACM.||0||0|
|A wiki-based assessment system towards social-empowered collaborative learning environment||Kao B.C.
|Lecture Notes in Electrical Engineering||English||2013||The social network has been a very popular research area in the recent years. Lot of people at least have one or more social network account and use it keep in touch with other people on the internet and build own small social network. Thus, the effect and the strength of social network is a very deep and worth to figure out the information delivery path and apply to digital learning area. In this age of web 2.0, sharing knowledge is the main stream of the internet activity, everyone on the internet share and exchanges the information and knowledge every day, and starts to collaborate with other users to build specific knowledge domain in the knowledge database website like Wikipedia. This learning behavior also called co-writing or collaborative learning. This learning strategy brings the new way of the future distance learning. But it is hard to evaluate the performance in the co-writing learning activity, researchers still continue to find out more accurate method which can measure and normalize the learner's performance, provide the result to the teacher, assess the student learning performance in social dimension. As our Lab's previous research, there are several technologies proposed in distance learning area. Based on these background generation, we build a wiki-based website, provide past exam question to examinees, help them to collect all of the target college or license exam resource, moreover, examinees can deploy the question on the own social network, discuss with friends, co-resolve the questions and this system will collect the path of these discussions and analyze the information, improve the collaborative learning assessment efficiency research in social learning field.||0||0|
|Affordances and constraints of a wiki for primary-school students' group projects||Fu H.
|Educational Technology and Society||English||2013||This study examined a wiki as a computer-supported collaborative learning (CSCL) environment at upper primary level. A total of 388 Hong Kong Primary-five (P5) students in four Chinese primary schools used a wiki platform within the context of their group projects in General Studies (GS) classes. Adopting a mixed-methods design, qualitative and quantitative data were collected from focus group interviews, survey and wiki entries. Findings showed that the wiki platform provided educational, technological, and social affordances for the P5 students' collaborative learning. At the same time, constraints were found to be related to technological factors and users' dispositions, which may be counterbalanced by providing scaffolding and selecting wiki variants. Students' attitudes towards the pedagogical value of the wiki were found to be strongly positive after the group project implementation. Overall, this research contributes to the literature on the use of wikis in primary education.||0||0|
|Affordances of wikispaces for collaborative learning and knowledge management||Singh A.K.J.
|GEMA Online Journal of Language Studies||English||2013||A wiki, namely, Wikispaces is a component of Web 2.0 technology tools. It is utilised as a peer editing platform for students in correcting errors made by them in their essay writing. The purpose of this article is to find out how the affordances of Wikispaces encourage collaborative learning and knowledge management in correcting errors in L2 students essays. The experience of using Wikispaces throughout the peer editing context and its affordances are described extensively based on three perspectives: pedagogical, social and technological. Data was obtained from online-writing records (students essays), field notes, questionnaire, reflective research diary, and feedback form. The qualitative data are analysed thematically and then triangulated. In terms of pedagogical affordances, Wikispaces supports dual applications of pedagogical approaches (teaching and learning). In relation to social affordances, Wikispaces promotes a variety of interactions (peer-peer and students-teacher interactions) and the dynamics of the activities involved (individual, group and whole-class work) provide a safe and comfortable environment for social interaction and add possibility for asynchronous communications to happen through discussion forums and personal messaging. With respect to the technological affordances, it is a free, user-friendly, and easily accessible web-based tool provided via the Internet. Wikispaces secures backups as well as supports flexible learning environment with the presence of two features: page reverting and autosave. This study implicates the needs to consider the three mentioned affordances of wikis (pedagogical, social and technological) as a platform for teaching and learning.||0||0|
|Assessing adoption of wikis in a Singapore secondary school: Using the UTAUT model||Toh C.H.||Proceedings of the 2013 IEEE 63rd Annual Conference International Council for Education Media, ICEM 2013||English||2013||This quantitative study explores students' motivation towards the use of wikis to encourage self-directed learning (SDL) and collaborative learning (CoL). SDL and CoL are the goals for Singapore's Ministry of Education Information and Communication Technology Masterplan 3. Wikis were used in the project to support reflection and communication within groups. Five classes consisting of 181 Secondary Two students from a Singapore secondary school were involved in this project. The participants were selected based on their mandatory involvement in an integrated 5-month project initiated by the school. As the participation in the study was voluntary, 144 of the 181 students responded. Sixty nine of the students had no prior experience with wikis. Among the 75 students who had prior experience, most of them used wikis to obtain information while 46 of them shared information using wikis and 51 of them used it to work on collaborative projects with others. The variance explained by Unified Theory of Acceptance and Use of Technology (UTAUT) was 32.4 percent. The results showed that performance expectancy and facilitating condition were found to have a significant relationship with behavioural intention; while effort expectancy and social influence did not, contrary to many prior studies. Modifying the original UTAUT to include three other factors, attitude, trust and comfort level increased the variance explained to 37 percent. However, trust and comfort level were found to have a significant relationship with behavioural intention in the modified UTAUT. This study contributes to UTAUT's theoretical validity and empirical applicability and to the management of technology based initiatives in education. The findings provide insights to educators and schools considering the use of wikis and other forms of social media into their lessons.||0||0|
|Development and evaluation of wiki collaboration space for e-Learning||Esichaikul V.
|Journal of Enterprise Information Management||English||2013||Purpose: The purpose of this paper is to define standard guidelines for the development of a wiki collaboration space for e-Learning, in order to provide collaborative activities among students, and between instructors and students. Design/methodology/approach: The general requirements and extended features of wiki collaboration space were determined by conducting a requirement study and discussion with major stakeholders, i.e. students and tutors. Then, the wiki collaboration space was developed based on an open source wiki system. Finally, a wiki collaboration space was evaluated in terms of usability and collaboration effectiveness. Findings: A comparison was performed between the wiki collaboration space and the original wiki in students' works in an online course. The results showed that the effectiveness of collaboration and usefulness of wiki collaboration space were higher than original wiki in collaborative assignment. Practical implications: As for practical implications, e-Learning developers/managers can use the outcome of this study as a guideline to integrate wiki and/or other social software to supplement e-Learning systems for better collaboration. Originality/value: There is a need to define standard guidelines that provide the necessary features for wiki in e-Learning. In this study, extended features of wiki as collaborative learning tool were identified and evaluated to meet the needs of students in e-Learning environment.||0||0|
|Is Wikipedia a Relevant Model for E-Learning?||Pierre-Carl Langlais||English||2013||This article gives a global appraisal of wiki-based pedagogic projects. The growing influence of Wikipedia on students’ research practices have actually made these a promising area for educational research.
A compilation of data published by 30 previous academic case studies reveals several recurrent features. Wikis are not so easily adopted: most wiki learning programs begin by a slow initial phase, marked by a general unwillingness to adapt to an unusual environment. Some sociological factors, like age and, less clearly, gender may contribute to increase this initial reluctance.
In spite of their uneasiness, wikis proved precious tools on one major aspect: they give a vivid representation of scientific communities. Students get acquainted with some valuable epistemic practices and norms, such as collaborative work and critical thought. While not improving significantly the memorization of information, wikis clearly enhance research abilities.This literature review can assist teachers in determining whether the use of wiki fits their pedagogic aims.
|Integrating Wikis in the Support and Practice of Historical Analysis Skills||Cabiness C.
|TechTrends||English||2013||This case study examines the benefits of integrating wikis into the World History curriculum. Six middle school students chosen because of their designation in relevant subgroups-GATE, AVID, and RSP-participated in this 20-week study. Abstract historical concepts can be difficult to grasp; therefore, students collaborated via a wiki on topics that required students to practice historical analysis skills that are utilized by historians and social scientists who are experts in their field. Historical and social science analysis skills add rigor to the curriculum as students develop a deeper understanding of historical events beyond the core curriculum. Findings indicate that students, when given the option, chose to use higher order thinking skills. The high number of responses by the RSP students was a surprising outcome. The data indicates that wikis foster collaborative learning, interaction, and natural student inquiry.||0||0|
|Interuniversity collaborative learning with wiki toolsets||Katzlinger E.
|Proceedings of the European Conference on e-Learning, ECEL||English||2013||This paper reports about a study of a collaborative learning scenario in university education within the subject of e-business. In business education advanced collaboration skills and media literacy are important for surviving in a globalized business where virtual communication between enterprises is part of the day-to-day business. To facilitate communication and collaboration between partners who work in different places at different schedules and even in different time zones, tools of web 2.0 are adequate in supporting this process. Especially working together with Wiki and similar collaborative Web-Tools satisfies asynchronous communication processes because all group members can trace changes, view the history of their colleagues work, and communicate about it. To transform these global working situations into higher education, a learning scenario was created where hundreds of students from two universities in Germany and Austria worked together in small interregional learning groups. Participating students had to collaborate virtually to prepare and report a shared case study online. The e-business case study had to be documented in a Wiki, and presented in the classroom of each university. When working together, learners used different tools for close virtual collaboration around a Wiki toolset such as forum, chat, video conferencing and other social media. Based on the didactical concept of moderate constructivism that should be best implemented by editing realistic problems and project tasks as well as cooperative learning, the case study method was chosen for collaboration. Students applied given case studies (e.g. from Harvard Business Review) or they worked out a business case from their own experience, which covered a range of upcoming e-business topics. An attending evaluation study with around 270 participants from two universities could show several substantive effects like • Tremendous influence of interregional group work for media competencies • Hidden social aspects and conflict potential • Scenario design and different media usage • Teaching effort vs. learning outcome of such a scenario • Learning impact for different student groups and learning styles: Who benefits most from such a learning scenario? Collaborative learning with a Web 2.0 tool like a Wiki in combination with the case study method can be quite effective in higher education settings. Methodical design of a learning scenario and choosing the media toolset is worth to plan carefully. Especially the presentation and debriefing requires a personal reflection of the case study itself and virtual collaboration about it in several groups. However this resulted in a high professional and social learning outcome on the part of the individual students. The online survey collected data from student groups who worked together in interuniversity or regional teams on case studies within the subject area e-business. The findings of this study show several interesting aspects of media usage and how students benefited from this learning scenario.||1||0|
|Semantic wiki for learning and teaching computer science||Coccoli M.
|Journal of E-Learning and Knowledge Society||English||2013||This paper discusses the use of a collaborative learning environment, specifically designed for computer science education. In particular, we investigate how students (may) meaningfully learn computer science and how web technologies (may) support them in this process. For a comprehensive view of the problem, different instructional theories are considered, as well as specific requirements for computer science education, driving the research to the adoption of semantic technologies and to the definition of a specific semantic-wiki-based framework. In this scenario, the authors present an on-going research project, named Semantic-WikiSUN, which aims to investigate innovative strategies for learning and teaching computer science in the context of higher education. It is based on the use of semantic-wiki to support the sharing and acquiring of knowledge in this specific knowledge domain, enabling the application of basic pedagogical principles.||0||0|
|Social computing solutions for collaborative learning and knowledge building activities in extended organization||Stokic D.
|ELmL - International Conference on Mobile, Hybrid, and On-line Learning||English||2013||The research presented aims to support Learning and Knowledge Building (LKB) activities of adult learners that act under specific contexts within Extended Organizations. Under Extended Organization is understood a community that emerges as a temporal integration of two or more different business, educational communities and organizational cultures (industrial, research and educational) and leverages ICT technologies to support LKB activities. The objective of the research is to explore supportive social computing based technologies for (cross-)organizational collaborative LKB activities. The technological developments are embedded in a pedagogical framework that puts a special focus on the harmonization of individual and organizational objectives. The proposed extended organizational concept and SW services developed to support such concept were investigated within two different cross-organizations: one including a large industrial company and a research institute and a university and the second one including a small industrial company and a department of a university. The results of testing and evaluation are presented and key lessons learned are discussed.||0||0|
|The Biology Taboo Wiktionary: A tool for improving student comprehension of key terminology in introductory biology courses||Olimpo J.T.
|The Plugged-In Professor: Tips and Techniques for Teaching with Social Media||English||2013||Knowledge of terminology and understanding of processes and concepts is a key foundational requirement in many disciplines. Learning a new disciplinary "language" is often a challenge for novice students, yet a strong foundation is essential for success in the major. This activity utilizes an in-class version of the commercial game Taboo©, in which students must define disciplinary terms in their own words, and without obvious terms. The in-class game is followed by a collaborative wiki, which provides students with an interactive opportunity to review and describe new terminology, and concepts. The goal of these activities is not only to develop a deeper appreciation for, and understanding of, the connections present between various biological processes, but to achieve a foundational understanding of the discipline. The wiki also serves as a resource to prepare for the final exam or to complete laboratory reports. © 2013 Woodhead Publishing Limited. All rights reserved.||0||0|
|The negotiation of knowledge and knowing: The challenge of using wiki technology in computer supported collaborative learning||Deaconescu R.
|Proceedings - 19th International Conference on Control Systems and Computer Science, CSCS 2013||English||2013||In this paper we are exploring how a process of collaborative learning evolves in an academic wiki space. In order to trace the potential of such a technological environment, we assume a comparative perspective by analyzing its specific structural features in comparison to other similar solutions designed to facilitate communication in project based activities (discussion boards, instant messaging software, mailing lists, task management tools). We argue that the process of collaborative learning emerges through multiple practices such as negotiating knowledge (processes of settling specialized information based on a configuration of social statuses), negotiating knowing (processes of settling social statuses based on a distribution of specialized information) and acceding to a common learning experience. Our considerations lie on the evaluation of a revision exercise (OSWiki) which has allowed us to reflect upon the assets and drawbacks of employing wiki technology in educational activities. Also, we formulate proposals which could refine students' encounters. With support both from literature, participatory observation and semi-structured interviews, we conclude that gamification could be a solution to enrich user experiences and endeavors in using wikis for academic purposes.||0||0|
|TransWiki: Supporting translation teaching||Biuk-Aghai R.P.
|Lecture Notes in Computer Science||English||2013||Web-based learning systems have become common in recent years and wikis, websites whose pages anyone can edit, have enabled online collaborative text production. When applied to education, wikis have the potential to facilitate collaborative learning. We have developed a customized wiki system which we have used at our university in teaching translation in collaborative student groups. We report on the design and implementation of our wiki system and an evaluation of its use.||0||0|
|Users' experiences and perceptions on using two wiki platforms for collaborative learning and knowledge management||Chu S.K.W.
|Online Information Review||English||2013||Purpose - This study aims to examine users' experiences and perceptions associated with the use of two wiki variants in the context of collaborative learning and knowledge management in higher education. Design/methodology/ approach - Participants included two groups of postgraduate students from a university in Hong Kong who used MediaWiki (n=21) and TWiki (n=16) in completing course requirements. Using a multiple case study approach and a mixed methods research design, data logs on the wiki platforms were downloaded and the contents were analysed. Students' perceptions were examined through a survey. Findings - The findings indicate that both wikis were regarded as suitable tools for group projects, and that they improved group collaboration and work quality. Both wikis were also viewed as enabling tools for knowledge construction and sharing. Research limitations/implications - This study provides insights that may inform the decisions of educators who are considering the use of wikis in their courses as a platform to enhance collaborative learning and knowledge management. Originality/value - Previous research has shown that wikis can be effectively used in education. However there are a number of wiki variants and it may be difficult to identify which variant would be the best choice. There is a dearth of research comparing the effectiveness of different types of wikis. This study compares two wiki variants on a number of outcomes which may provide some insights to teachers who are in the process of selecting an appropriate wiki for teaching and learning. © Copyright - 2013 Emerald Group Publishing Limited. All rights reserved.||0||0|
|Using WebQuest as scaffolding in the wiki for collaborative learning||Jiang Yang
|International Journal of Continuing Engineering Education and Life-Long Learning||English||2013||The wiki is a suitable tool for online collaborative learning. In this study, WebQuest was used as scaffolding in the wiki to support students' collaborative learning. This research aimed to investigate learners' acceptance of the new learning approach and their learning outcomes. The results show that learners maintained more goal-oriented when they utilised WebQuest as scaffolding in the wiki, and kept better interactions among members, and reduced navigational disorientation. Also, the students in the experimental groups achieved better learning outcomes. © 2013 Inderscience Enterprises Ltd.||0||0|
|Wikipedia as a tool for active learning. Experience gained within the framework of the wikifabricación project||Abellan-Nebot J.V.
|Materials Science Forum||English||2013||Wikipedia, the Free Encyclopedia, is one of the most visited websites on the Internet and it is a tool which students often use in their assignments, although they do not usually understand the basics underlying it. To overcome this limitation and promote the active learning approach in our courses, last year an educational innovation project was carried out that was aimed mainly at improving students' skills in technical writing as well as their ability to review the technical contents of the Wikipedias. Additionally, it sought to explore new opportunities that these tools can offer both teachers and students. This paper describes the experiment carried out in a second-year undergraduate engineering course, the results of which show that introducing activities such as edition and revision within Wikipedia is an interesting way to enhance transversal competencies as well as others related to the main contents of the course.||0||0|
|A case study on scaffolding design for wiki-based collaborative knowledge building||Li S.
|Lecture Notes in Computer Science||English||2012||Social software, particularly Wiki, is providing new opportunities for computer-based collaborative learning by supporting more flexible sharing, communication, co-writing, collaborative knowledge building and learning community building. This paper presents a case study on how to scaffold wiki-based collaborative knowledge building in a tertiary education environment, which is expected to be a useful exploration of pedagogy with wikis. The paper proposes a theoretical scaffolding framework for wiki-based collaborative knowledge building, in which cognitive process, motivation and skills are concerned as the backbone of scaffolding design. Then, implementation results of this framework in a bachelor degree course are reported in the paper. Results of the implementation were positive. As predicted, both participation rate and quality of social construction were improved. The paper concludes with a discussion and reflection on issues relevant to implementation of scaffolding framework, including designing scaffolding strategies, the role of instructors, improvement of wiki systems and further researches.||0||0|
|A method for cooperation support between discussion space and activity space in collaborative learning and its experimental evaluation||Tilwaldi D.
|Electronics and Communications in Japan||English||2012||This paper describes a prototype and the experimental evaluation of a chat system that offers cooperation support between a discussion space and an activity space in collaborative learning. In collaborative learning in the proposed system, the students are divided into groups, carry out discussions on a study topic through chats, and create online reports in a cooperative manner. The proposed cooperation support method aims at improving the level of cooperation among students and the effectiveness of learning by making group members aware of other members' learning circumstances through cooperation support in group member utterances and report creation. We use a Wiki as a tool for collaborative work in this research. Cooperation support displays the Wiki's update time and contents on the chat system with activity cooperation support, offering a space for distance collaborative learning and allowing each student to become aware of the other students' situations. In addition, the number of chat utterances is displayed, and other students' situation is easily grasped. © 2012 Wiley Periodicals, Inc. Electron Comm Jpn, 95(2): 25-38, 2012; Published online in Wiley Online Library (). DOI 10.1002/ecj.10366 Copyright||0||0|
|Collaboration amidst disagreement and moral judgment: The dynamics of Jewish and Arab students' collaborative inquiry of their joint past||Pollack S.
|International Journal of Computer-Supported Collaborative Learning||English||2012||We present an instructional model involving a computer-supported collaborative learning environment, in which students from two conflicting groups collaboratively investigate an event relevant to their past using historical texts. We traced one enactment of the model by a group comprised of two Israeli Jewish and two Israeli Arab students. Our data sources included the texts participants wrote-pre-, post- and during the activity, jointly and individually-the transcripts of the e-discussion and reflections written after the activity. The setting enabled us to further our understanding of what collaboration means when students' voices do not converge. We examined whether the activity was productive in terms of learning, and the dynamics of collaboration within the milieu, especially the intersubjective meaning making. The e-discussion that was co-constructed by participants was a chain of disagreements. However, participants' reflections reveal that the group structure and the e-communication method were perceived as affording sensitive collaboration. Furthermore, a comparison between the individual texts, pre- and post- the group discussion, revealed that the activity was productive, since students moved from a one-sided presentation of the event to a more multi-sided representation. Based on the analysis of the e-discussion, we conclude that the setting provided students with opportunities to examine their voices in light of alternatives. We propose the term fission to articulate certain moments of intersubjectivity, where a crack is formed in one's voice as the Other's voice impacts it, and one's voice become more polyphonic. © 2012 International Society of the Learning Sciences, Inc.; Springer Science + Business Media, LLC.||0||0|
|Collaborative learning and wiki: Creating a collaborative activity sheet for distance learning via the Wild tool||Ibrahimi F.
|Proceedings of 2012 International Conference on Multimedia Computing and Systems, ICMCS 2012||English||2012||This paper aims to develop access for students and teachers in an activity via a wiki collaboration website. To this end, it proposes using XWiki for the implementation of a collaborative learning environment. It allows the involvement of users, collaboration, social interaction and knowledge sharing. No doubt, this tool fits well with the most current pedagogical trends that actively focus, in a real context, specifically on collaboration, participation and knowledge construction. This paper describes the proposed system and the pedagogical environment of the project, including the concept of collaborative learning scenario. Finally, it describes the processes involved in achieving our collaborative learning website TENSWiki.||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 21st century communicators||Cotler J.
|Proceedings of the Information Systems Education Conference, ISECON||English||2012||What are the characteristics of an effective communicator in the 21st century business world? How can we equip our students with the skills necessary to successfully navigate the computer-mediated communication landscape during this time of globalization and rapid technology growth? In this paper, we examine these questions and discuss several methods for addressing the increasing demand for the diverse, complex and often non-routine communications skills required of today's business and information systems students. Drawing on practitioners from education and industry, along with our own research and observations, we discuss several teaching approaches that include developing professional collaboration skills using shared workspaces, delivering presentations using web conferencing, becoming comfortable in front of a video camera, using ePortfolios to articulate and reflect on learning, and professionally leveraging a social networking presence. When introducing new methods of communication there will inevitably be lessons learned and improvements that can be made in future iterations. This paper discusses students' perceptions of their experiences using computer-mediated communication and reflections on how we can improve the way we teach these concepts.||0||0|
|Experimenting with english collaborative writing on google sites||Tavares N.
|CSEDU 2012 - Proceedings of the 4th International Conference on Computer Supported Education||English||2012||A considerable amount of research in recent years has shown the advantages of integrating Web 2.0 technologies with language teaching. Specifically, this paper will shed light on the positive effects of web-based collaborative writing on Google Sites based on a project carried out in four primary schools in Hong Kong, as revealed by the qualitative data samples of students' and teachers' comments and revisions, as well as the result of focus group interviews. Both students' and teachers' revisions and feedback not only endorse but also expand on the benefits of using Google Sites in the linguistic, discourse and motivational domains for students as suggested by previous research findings. Key observations based on the present study will also be highlighted to offer insights into ways of merging Web 2.0 technologies and language teaching in a second or foreign language context like that of Hong Kong.||0||0|
|Incentivizing collaborative learning through visual feedback about conflict in Wiki||Wu K.
|CollaborateCom 2012 - Proceedings of the 8th International Conference on Collaborative Computing: Networking, Applications and Worksharing||English||2012||Conflict emerging from collaboration in wiki can be helpful to achieve a better quality of collaborative learning. However, few studies have utilized conflict to support collaborative learning and wiki systems themselves have limitations. This paper proposes to provide visual feedback about conflict in wiki based on the 'page history' to create a sense of audience, psychological ownership and support information seeking. Theoretical model is built upon literature, and the Partial Least Squares (PLS) results from a survey study (208 responses) indicate that conflict awareness can motivate students to participate, achieve better conflict resolution and improve the quality of learning. The results also show that the new design is well accepted by students and can significantly enhance the influence of conflict awareness on participation and conflict resolution.||0||0|
|Investigating technical and pedagogical usability issues of collaborative learning with wikis||Hadjerrouit S.||Informatics in Education||English||2012||Wikis have been recently promoted as tools that foster collaborative learning. However, there has been little research devoted to the criteria that are suitable to address issues pertinent to collaborative learning. This paper proposes a set of criteria to explore technical and pedagogical usability issues of collaborative learning with wikis. The criteria are then used to evaluate students' collaborative writing activities. The units of study are wikis that groups of students developed collaboratively using MediaWiki. This paper also reports on technical and pedagogical implications for the use of wikis as collaborative learning tools in teacher education.||0||0|
|Mashing-up wikis and forums: A case study of collaborative problem-based activity||Andri Ioannou
|Educational Media International||English||2012||A lot of studies have investigated the isolated use of threaded discussion and wiki technologies to facilitate collaboration in online learning settings. Nevertheless, the integration of both technologies into a potentially superior collaborative learning tool has not been explicitly investigated. This manuscript reports on an effort to undertake the merging and cooperation of wiki and threaded discussion technologies into a more sophisticated technology that better supports collaboration during problem-based activity in computer supported collaborative learning (CSCL) settings. Two customized collaboration technologies were investigated for their affordances to support students' cognitive processes and interactions during the construction of a group solution to an authentic problem. We found that one technology - WikiSplit - was particularly successful in promoting diversity of ideas (forum mode) while allowing learners to periodically update a group-owned document with syntheses of their emerging and shared understandings (wiki mode). We discuss how the integrated use of both a forum and a wiki, packaged together as one tool, can support and mediate desirable CSCL interactions during problem-based activity.||0||0|
|Safety measures for social computing in Wiki learning environment||Patel A.
|International Journal of Information Security and Privacy||English||2012||Wikis are social networking systems that allow users to freely intermingle at different levels of communication such as collaborative learning, chatting, and group communications. Although a great idea and goal, it's particularly vulnerable due to its features of open medium and lack of clear plan of defense. Personal data can be misused for virtual insulting, resulting in misuse of personal information for financial gains or creating misuses. Wikis are an example of social computing of collaborative learning, joint editing, brain storming, and virtual socializing, which is a ripe environment for hacking, deception, abuse, and misuse. Thus, wiki needs comprehensive security measures which include privacy, trust, security, audit, and digital forensics to protect users and system resources. This paper identifies and explores the needs of secure social computing and supporting information systems as place s for interaction, data collection, and manipulation for wikis. It does this by reviewing the literature and related works in proposing a safety measure framework for a secure and trustworthy medium together with privacy, audit, and digital forensic investigative functions in wiki environments. These then can aid design and usage in social computing environments with the proviso to give comfort and confidence to users without worrying about abuse and cybercrime perpetrated activities. Copyright||0||0|
|Semantic Wiki: A collaborative tool for instructional content design||Coccoli M.
|Journal of E-Learning and Knowledge Society||English||2012||The rapid evolving of web technologies has brought to the increasingly diffusion of applications making the Web an interactive social network environment. The World Wide Web Consortium and several research centers are working on the integration of such technologies into the project of a Semantic Web. Consequently, e-learning systems and tools supporting instructional content design could take advantage of these advancements. In this scenario, according to a social-constructivist approach, the authors discuss the adoption of Semantic Wiki as a collaborative environment to design educational contents. The paper will outline the application perspectives and the strategies to adopt, in order to facilitate meaningful learning processes, and the potential advantages that Semantic Wikis would bring from the point of view of knowledge management, as well as for the re-use of learning resources.||0||0|
|Teaching how to learn with a wiki in primary education: What classroom interaction can tell us||Pifarre M.
|Learning, Culture and Social Interaction||English||2012||Understanding how wikis are used to support collaborative learning is an important concern for researchers and teachers. Adopting a discourse analytic approach, this article attempts to understand the teaching processes when a wiki is embedded in a science project in primary education to foster collaborative learning. Through studying interaction between the teacher and students, our findings not only identify ways in which the teacher prompts collaborative learning but also shed light on the difficulties for the teacher in supporting student collective collaboration. It is argued that technological wiki features supporting collaborative learning can be realized only if teacher talk and pedagogy are aligned with the characteristics of wiki collaborative work: the freedom of students to organize and participate by themselves, creating dialogic space and promoting student participation. We argue that a dialogic approach for examining interaction can be used to help to design a more effective pedagogic approach in the use of wikis in education, to shift into Web 2.0 learning paradigm and to equip learners with the competences they need to participate in knowledge co-construction.||0||0|
|Understanding collaborative learning behavior from Moodle log data||Lu J.
|Interactive Learning Environments||English||2012||Although course management systems (CMSs) were originally designed for teachers to manage their teaching, little interest has been directed at students' learning. Moodle is usually regarded as a CMS. However, how to make full use of its powerful features and design them into learning tools has rarely been investigated. This study investigates two features, embedded in the Moodle system, wiki and assessment tools, to find out how they are designed to support project-based learning. The theory and rationale for using these two features in learning activities are elaborated. The effects of wiki-supported collaboration, peer grading, and feedback on junior secondary students' enquiries in liberal studies are analyzed using hierarchical multiple regression. One hundred and eighty-six students participated in the study. Working on their own wikis, commenting on the work of peers, and previous performance on the humanities course were found to be significant predictors of liberal study project performance.||0||0|
|Using a wiki-based past exam system to assist co-writing learning assessment with social network||Kao B.C.
|Lecture Notes in Electrical Engineering||English||2012||The social network has been a very popular research area in the recent years. Lot of people at least have one or more social network account and use it keep in touch with other people on the internet and build own small social network. Thus, the effect and the strength of social network is a very deep and worth to figure out the information delivery path and apply to digital learning area. In this age of web 2.0, sharing knowledge is the main stream of the internet activity, everyone on the internet share and exchanges the information and knowledge every day, and starts to collaborate with other users to build specific knowledge domain in the knowledge database website like Wikipedia. This learning behavior also called co-writing or collaborative learning. This learning strategy brings the new way of the future distance learning. But it is hard to evaluate the performance in the co-writing learning activity, researchers still continue to find out more accurate method which can measure and normalize the learner's performance, provide the result to the teacher, assess the student learning performance in social dimension. As our Lab's previous research, there are several technologies proposed in distance learning area. Based on these background generation, we build a wiki-based website, provide past exam question to examinees, help them to collect all of the target college or license exam resource, moreover, examinees can deploy the question on the own social network, discuss with friends, co-resolve the questions and this system will collect the path of these discussions and analyze the information, improve the collaborative learning assessment efficiency research in social learning field.||0||0|
|Using wikis to foster collaborative writing: Exploring influencing factors to successful implementation||Hadjerrouit S.||IADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2012||English||2012||Wiki technology provides new opportunities to foster collaborative learning in various educational settings. To empirically examine the impact of wikis on learning, this article explores students' collaborative writing activities performed on MediaWiki. The activities were analyzed using a taxonomy with ten categories (clarify content, add content, delete content, add link, delete link, fix link, grammar, spelling, style/typography, and formatting). The work also analyses students' comments posted on the discussion page of the wiki. The results show important differences in the types of contributions across the categories investigated. The results also reveal that the level of collaboration and discussion was relatively low compared with other activities performed on the wiki. Finally, the article suggests a number of factors influencing wiki-based collaborative writing in teacher education.||0||0|
|Wiki as a collaborative learning tool in a language arts methods class||Matthew K.I.
|Australian Educational Computing||English||2012||The purpose of this study was to determine how contributing to a class wiki affected the learning of pre-service teachers enrolled in a language arts methods class. Participants included 37 preservice teachers enrolled in three sections of a fieldbased language arts methods class during two semesters. Data collection included online observations of the development of the wiki pages, students' reflections periodically posted in WebCT, final reflections, e-mail correspondence, interview transcripts, and researcher notes. Students' reflections indicate that contributing to the class wiki led to a deeper processing of the course content and was personally beneficial to the students in spite of persistent technology challenges.||0||0|
|Exploring students’ perceptions of integrating Wiki technology and peer feedback into English writing courses||Wen-Chuan Lin
Shu Ching Yang
|English Teaching: Practice and Critique||English||July 2011||This study applied Wiki technology and peer review to an English as a foreign language writing class. The objective was to investigate whether this system, as a collaborative platform, would improve students writing skills. The study gauged students’ perceptions about integrating a Wiki writing course and peer feedback. The participants were 32 sophomore students in an English department at a college in Taiwan. The study used a socio-cultural theoretical framework to explore students’ perceptions of the effectiveness of Wiki-based writing projects and experiences of social interaction in the process of writing, based on self-reported reflections about the project, observations of student learning, interviews and surveys. Findings revealed that most students explicitly stated that they felt positive about their ability to apply Wiki and peer feedback to writing instruction. Meaningful social interaction appears to play a significant role with regard to students’ perceived benefits of this collaborative writing process. Students nevertheless encountered both functional and psychological obstacles to using the new tools, indicating the need to alter their traditional learning practices to embrace new, technology-enhanced learning systems.||9||0|
|Collaborative writing with wikis: Evaluating students' contributions||Hadjerrouit S.||IADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2011||English||2011||Wikis are widely considered as collaborative writing tools that foster collaborative writing. Most studies that report on wiki capabilities to support collaborative writing are based on students' subjective perceptions, which are not reliable enough to measure the degree and level of contribution to the wiki. A more reliable method is the data log generated by wikis, which tracks all actions and activities performed by each student and stores all previous versions of the wiki. This data log is of considerable interest and inherently more reliable to collect and analyze collaborative writing activities than students' subjective perceptions. Using MediaWiki as a platform, this work reports on the evaluation of the data logs created by wikis as students perform collaborative writing projects. The results are critically discussed and some pedagogical implications are drawn for collaborative writing in teacher education.||0||0|
|Creating online collaborative environments for museums: A case study of a museum wiki||Alison Hsiang-Yi Liu
Jonathan P. Bowen
|Int. J. Web Based Communities||English||2011||Museums have been increasingly adopting Web 2.0 technology to reach and interact with their visitors. Some have experimented with wikis to allow both curators and visitors to provide complementary information about objects in the museum. An example of this is the Object Wiki from the Science Museum in London. Little has been done to study these interactions in an academic framework. In the field of knowledge management, the concept of 'communities of practice' has been posited as a suitable structure in which to study how knowledge is developed within a community with a common interest in a particular domain, using a sociological approach. Previously this has been used in investigating the management of knowledge within business organisations, teachers' professional development, and online e-learning communities. The authors apply this approach to a museum-based wiki to assess its applicability for such an endeavour. Copyright||0||0|
|Digital libraries and social web: Insights from wikipedia users' activities||Zelenkauskaite A.
|Proceedings of the IADIS International Conferences - Web Based Communities and Social Media 2011, Social Media 2011, Internet Applications and Research 2011, Part of the IADIS, MCCSIS 2011||English||2011||A growing importance of the social aspects within large scale knowledge depositories as digital libraries was discerned since the last decade for its ever increasing number of digital depositories and users. Despite the fact that this digital trend influenced multiple users, yet little is known about how users navigate in these online platforms. In this study Wikipedia is considered as a lens to analyze user activities within a large scale online environment, in order to achieve a better understanding regarding user needs in online knowledge depositories. This study analyzed user activities in real setting where editing activities of 686,332 active contributors of English Wikipedia have been studied within a period of ten years. Their editing behaviors were compared based on different periods of permanence (longevity) within Wikipedia's content-oriented versus social-oriented namespaces. The results show that users with less than 21 days of longevity were more likely to interact in namespaces that were designated for social purposes, compared to the users who remained from two to ten years who were more likely to exploit functionalities related to content discussion. The implications of these findings were positioned within the collaborative learning framework which postulates that users with different expertise levels have different exigencies. Since social functionalities were more frequently used by users who stayed for short periods of time, inclusion of such functionalities in online platforms can provide support to this segment of users. This study aims at contributing to the design of online collaborative environments such as digital libraries where socialoriented design would allow creating more sustainable environments that are built around the specific needs of diverse users.||0||0|
|Don't leave me alone: Effectiveness of a framed wiki-based learning activity||Nikolaos Tselios
|WikiSym 2011 Conference Proceedings - 7th Annual International Symposium on Wikis and Open Collaboration||English||2011||In this paper, the effectiveness of a framed wiki-based learning activity is examined. A one-group pretest-posttest design was conducted towards this aim. The study involved 146 first year university students of a Greek Education Department using wikis to learn basic aspects and implications of search engines in the context of a first year course entitled "Introduction to ICT". Data analysis showed significant improvement in learning outcomes, in particular for students with low initial performance. The average students' questionnaire score jumped from 38.6% to 55%. In addition, a positive attitude towards using wikis in their project was expressed by the students. The design of the activity, the context of the study and the results obtained are discussed in detail.||0||0|
|Effectiveness of a Framed Wiki-Based Learning Activity in the Context of HCI Education||Nikolaos Tselios
|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|
|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 as a student collaborative tool||Everett D.R.||Proceedings of ISECON||English||2011||Wikis are one of many Web 2.0 components that may be used to enhance the teaching and learning process. A wiki is a web communication and collaboration tool that can be used to engage students in learning with others within a collaborative environment. This paper expands on wiki usage, reviews current literature on wiki use in education. It presents the results of a pilot application of a wiki as a student collaborative tool in a required Business Communication class to determine if a wiki will improve student performance (grades).||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|
|Las wikis en mi experiencia docente. Del diccionario de la asignatura al diario de clase||Manuel Area Moreira||Revista de Docencia Universitaria||Spanish||16 January 2010||This article provides an overview of the educational possibilities of wikis pointing out the fact that they allow the development of group research projects in a socio-constructivist perspective of knowledge. Then, there are two instantiations of its use in university teaching. In one case, the wiki serves the teamwork of students for them to develop a dictionary with the most relevant concepts of the subject. In another example, the wiki is used to develop a personal diary of each student in each of the sessions. It is concluded that the wikis are highly versatile tools and have a high potential for job evaluations in that they provide teachers information about the development process of the tasks performed by the students. Se ofrece una visión general de las posibilidades educativas de las wikis destacando de las mismas que permite el desarrollo de proyectos de investigación grupales en una perspectiva socioconstructivista del conocimiento. Luego se ofrecen dos ejemplificaciones de su uso en la docencia universitaria. En un caso, la wiki está al servicio del trabajo en equipo de los estudiantes con el objetivo de que éstos elaboren un diccionario con los conceptos más relevantes de la asignatura. En el otro ejemplo, la wiki es empleada para desarrollar un diario personal por parte de cada estudiante de cada una de las sesiones presenciales. Se concluye indicando que las wikis son altamente versátiles y que tienen un alto potencial evaluativo del trabajo de los estudiantes ya que proporcionan al docente información sobre el proceso de desarrollo de las tareas realizadas por los alumnos.||4||0|
|A student-centered collaborative learning environment for developing communication skills in engineering education||Requena-Carrion J.
|2010 IEEE Education Engineering Conference, EDUCON 2010||English||2010||Communication skills development is one of the main goals of engineering education. We propose an integrated student-centered collaborative learning environment for developing communication skills, using project-based learning methods and peer assessment. In our learning environment, projects are assigned to small groups of students under teacher supervision, documented in a wiki-editing tool and presented during a public poster session. By combining wiki entries and poster presentations, we intend to facilitate students (1) to gain access to the project of their peers and share their results, (2) to analyze and comment critically the project of their peers and provide them with feedback, and (3) to enhance their writing and oral skills. Previous experiences encourage us to promote this integrated learning environment. Wiki environments allowed students to improve the quality of their projects and to develop a critical attitude towards their projects and the projects of their peers. The poster session was found to be more dynamic than traditional oral presentations. Students got engaged in a more open and critical manner with the project of their peers, and students presenting their project had the chance to improve the quality of their presentation on the fly, by presenting their work several times in the duration of the session. In future courses, we will implement a learning environment that combines both wikibased and poster session approaches. We expect that the implementation of both approaches will help to develop the communication skills of engineering students.||0||0|
|Building an online course based on semantic Wiki for hybrid learning||Yanyan Li
|Lecture Notes in Computer Science||English||2010||By combining properties of Wikis with Semantic Web technologies, Semantic Wikis emerged with semantic enhancements. Based upon Semantic Wiki, this paper designs and develops an online course integrated with face-to-face instruction to support hybrid learning. Compared with general online courses, the course has three outstanding features. First, taken the learning object as the basic building blocks, the course organizes learning content in a structured, coherent and flexible way. Second, it motivates learners to be actively engaged in the collaborative learning process by allowing convenient course authoring, editing as well as adequate interaction. Third, it enables smart resource accessing with the provision of intelligent facilities, such as semantic search, relational navigation, course management, etc.||0||0|
|Collaborative learning in wikis||Chang Y.-K.
|Education for Information||English||2010||Wikis are a supporting tool for pupils' learning and collaboration. Tasks such as cooperative authoring, joined workbooks creation, document review, group assignments, reflection notes and others have been tried out using wikis as a facilitating tool . However, few studies have reported how students actually perceive some well-claimed benefits. This study investigated the perception of earning activities facilitated by wikis, and the effectiveness of several roles wikis might play in constructive and collaborative learning. This study tried to answer the following questions. How do students perceive a wiki as a learning tool? How does a wiki support constructive learning skills? How does a wiki support student's collaborative learning skills? How does collaboration in wiki facilitate students' content learning and project work? The study was conducted using a survey method to examine the perception of wiki usage and collaborative and constructive learning. In the reported study, a questionnaire was used to gather data from 92 graduate students. The results suggest that using wikis were perceived to enhance collaborative knowledge building among students, but it did not contribute much to learning the subject matter although students were more involved in the learning process than with conventional teaching methods. In other words, it indicates that students may not obtain better return of investment on the time spent in using wiki as a learning tool. While wiki did contribute to enrich the learning experience, further study is needed to investigate how to link the learning process with learning outcomes using this type of collaboration tools. © 2010/2011 - IOS Press and the authors. All rights reserved.||0||0|
|Developing a collaborative E-learning environment based upon semantic wiki: From design models to application scenarios||Yanyan Li
|Proceedings - 10th IEEE International Conference on Advanced Learning Technologies, ICALT 2010||English||2010||The knowledge society requires life-long learning and flexible learning environment that enables fast, just-intime and relevant learning, aiding the development of communities of knowledge, linking learners and practitioners with experts. Based upon semantic wiki, a combination of wiki and Semantic Web technology, this paper designs and develops a flexible e-learning environment aiming to motivate active collaborative learning and maximize resource sharing and reusing. Compared with general e-learning environment, the proposed environment has three outstanding features. First, it supports learning resource modeling with semantic link network to deal with structural incoherence and content isolation. Second, it motivates learners to be actively involved in the collaborative learning process by allowing flexible resource authoring and semantic annotation in an easy-to-use manner. Third, it enables proactive resource and companion recommendation based on discovery of closely-related learning-peers and supports user role analysis for learning enhancement.||0||0|
|Learning language, content, and collaboration through group projects||Korsko P.
|Ubiquitous Learning||English||2010||This paper reports on the use of various online technologies to facilitate group-projects at a community college serving a multilingual population in a large metropolitan area. The paper explains why and how wikis, podcasts, and audio-editing software were selected and introduced to and by second language learners to carry out a multi-task project on the historical figure, Thomas Jefferson, an American founding father. It describes features of wikis that not only foster the acquisition of academic language and content, but also help students develop teamwork skills needed for college and workplace success. In short, this paper presents an on-going curricular project to integrate online technologies into ESL content-based instruction (CBI) using student-directed, small-group project work.||0||0|
|Opportunities of Web 2.0: Potentials of learning||Paus-Hasebrink I.
|International Journal of Media and Cultural Politics||English||2010||Starting with the empirical evidence regarding young people's attitudes towards the Internet with focus on the social web in the every day lives of adolescents, the article discusses what successful learning can be like. Furthermore, an Austrian pilot study on learning with Web 2.0 encompassing nine schools is outlined. In this project children worked together on a school-embracing wiki on Austrian national parks. Through the evaluation of the project, which included questionnaires, interviews and focus group discussions in class, different aspects of successful project-based learning as well as relevant aspects on Internet safety were investigated. In doing this, weaknesses in pupils' Internet usage on the one hand as well as ways of raising children's awareness of safer Internet use through project-based learning with wikis on the other were discovered.||0||0|
|The wiki - A virtual home base for constructivist blended learning courses||S.Beercock||Procedia - Social and Behavioral Sciences||English||2010||0||0|
|Using wikis to learn computer programming||Gonzalez-Ortega D.
De La Torre-Diez I.
|Communications in Computer and Information Science||English||2010||In this paper, we analyze the suitability of wikis in education, especially to learn computer programming, and present a wiki-based teaching innovation activity carried out in the first course of Telecommunication Engineering during two academic courses. The activity consisted in the creation of a wiki to collect errors made by students while they were coding programs in C language. The activity was framed in a collaborative learning strategy in which all the students had to collaborate and be responsible for the final result, but also in a competitive learning strategy, in which the groups had to compete to make original meaningful contributions to the wiki. The use of a wiki for learning computer programming was very satisfactory. A wiki allows to monitor continuously the work of the students, who become publishers and evaluators of contents rather than mere consumers of information, in an active learning approach.||0||0|
|Wikibooks as tools for promoting constructivist learning in higher education: Findings from a case study||Karasavvidis I.||Technological Developments in Networking, Education and Automation||English||2010||The present paper focuses on wiki-related pedagogies in higher education and examines the potential of wikibooks in a blended learning context. A wikibook was integrated as a compulsory class assignment in an undergraduate course in a preschool education department. Twenty seven students participated in the study which investigated (a) the extent of student participation in the wikibook and (b) students' perspectives on the contribution of the wikibook to their learning. In stark contrast to findings reported by other studies, results indicated that the rate of student participation was very high as suggested by indices such as page views, page edits, and number of students involved per page edit. Moreover, the students rated positively wikibooks' contribution to the learning of the course concepts and the active mode of learning required. However, the students also mentioned significant problems with the wikibook activity such as difficulty understanding certain sections and concerns with the validity of their writings. The paper is concluded with a discussion of the findings and implications for further research. © Springer Science+Business Media B.V. 2010.||0||0|
|Wikis: What students do and do not do when writing collaboratively||Meishar-Tal H.
|Open Learning||English||2010||We investigated the collaborative writing actions carried out by 60 Open University of Israel graduate students as they built a wiki glossary of key course concepts. These actions were analysed using a taxonomy of collaborative writing actions (i.e. adding, editing and deleting information) in order to find out what students do and what they do not do when writing collaboratively. Two main findings were reported: in accord with previous research, students most frequently add content to a wiki rather than delete existing text; and contrary to previous research, students modify existing texts to a greater extent than previously reported. These findings may help teachers design collaborative learning activities. Teachers should be aware of the difficulties faced by students when writing collaboratively and should design collaborative learning activities in ways that overcome or circumvent these difficulties.||0||0|
|Active learning in computer science courses in higher EDUCATION||Serbec I.N.
|IADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2009||English||2009||Innovative learning activities, based on constructivism, were applied in the courses for students of Computer science at the Faculty of Education. We observed students' learning behaviour as well as their actions, preferences, and learning patterns in different stages of learning process, supported by the e-learning environment. Students engaged in all these activities had an opportunity to develop competences for team work and collaborative learning. Active and collaborative forms of learning were used to facilitate higher order thinking skills and to develop assessment skills. We used Bloom's Digital Taxonomy to analyse the usage of digital tools which facilitate different phases of learning. Active and collaborative forms of learning, such as mini-performances supported by workshop, autonomous learning supported by video-content with interactive questions and answers, collaborative editing of wikis with peer assessment, pair programming, explorative learning, discovery learning, reflections, self-reflections, and creation of exercises for knowledge assessment are used to facilitate higher order thinking skills.||0||0|
|Augmenting Wiki system for collaborative EFL reading by digital pen annotations||Chang C.-K.||Proceedings - 2009 International Symposium on Ubiquitous Virtual Reality, ISUVR 2009||English||2009||Wikis are very useful for collaborative learning because of their sharing and flexible nature. Many learning activities can use Wiki to facilitate the processes, such as online glossaries, project reports, and dictionaries. Some EFL (English as a Foreign Language) instructors have paid attention to the popularity of Wiki. Although Wikis are very simple and intuitive for users with information literacy, Wikis need computing environment for each learners to edit Web pages. Generally, an instructor can only conduct a Wiki-based learning activity in a computer classroom. Although mobile learning devices (such as PDAs) for every learner can provide ubiquitous computing environment for a Wiki-based learning activity, this paper suggests another inexpensive way by integrating digital pen with Wiki. Consequently, a learner can annotate an EFL reading with his/her mother tongue by digital pen. After everyone finishes reading, all annotations can be collected into a Wiki system for instruction. Thus, an augmenting Wiki structure is constructed. Finally, learners' satisfactions about annotating in the prototype system are reported in this paper.||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|
|Integrating paper-based annotations with wiki to support collaborative reading||Chang C.-K.
|Proceedings of the 17th International Conference on Computers in Education, ICCE 2009||English||2009||The aim of the study was to carry out pre-class activities of collaborative reading on Moodle so that the interaction in the traditional classroom could be stimulated. By using wiki for knowledge sharing, asynchronous collaborative annotations were accomplished on papers while reading articles. It was expected that both collaborative learning and technology enhanced reading could be achieved. After members in a presentation group collaboratively study by sharing their annotation of reading results to each other, other students read the article with annotations a week before the oral report of the presentation group, so as to study in advance. At last, all students except for the members of the presentation group uploaded their preview assignments on Moodle one day before listening to the oral presentation in class. Every group played the role of presentation group in turn every week during the two experimental months. Finally, the questionnaire of Technology Acceptable Model (TAM) was employed into exploring the perceived of usefulness and satisfaction about sharing annotations in the learning activity. The effects of various annotation styles were also discussed. Moreover, the preview assignments were graded and analyzed in the study.||0||0|
|The asymmetrical influence of identity: A triadic interaction among Israeli Jews, Israeli Arabs, and historical texts||Kolikant Y.B.-D.
|Journal of Curriculum Studies||English||2009||This study engaged Israeli-Jewish and Israeli-Arab students in a joint investigation of their common past by means of secondary historical sources. The hypothesis was that a triadic interaction among agents of groups with opposing views and historical texts can foster historical thinking. It was expected that while ethnic identity would drive both sides, the mutual criticism in a setting that encourages analytic discussion would bring about learning. Following an analysis of essays written before and during the inter-ethnic collaboration as well as transcripts of students' meetings, it was found that students' work was influenced by majority-minority power relations. In a joint writing effort, the Jews dominated actions that did not directly concern the conflict, and the Arabs dominated those that did. Nonetheless, the students' epistemology evolved to recognize the interpretive nature of history and the bias inherent in humans, as reflected in the analysis of the essays.||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|
|Using Wiki technology to support student engagement: Lessons from the trenches||Melissa Cole||Comput. Educ.||English||2009||0||4|
|Using wikis for collaborative learning of technology||Kear K.
|IMSCI 2009 - 3rd International Multi-Conference on Society, Cybernetics and Informatics, Proceedings||English||2009||This paper reports on a project to evaluate students' use of wikis in a distance learning course on information and communication technologies. The students, who were already familiar with discussion forums, were offered the use of wikis for some of the online tutorials which form part of the course. They were then asked for feedback via an online questionnaire. Students' comments show that they valued the chance to use a wiki and could see its benefits for collaboration. However, they also raised concerns related to usability and to issues of editing each other's work.||0||0|
|Wiki and threaded discussion for online collaborative activities: Students' perceptions and use||Andri Ioannou
Artino Jr. A.R.
|Journal of Emerging Technologies in Web Intelligence||English||2009||Investigating the affordances of different web technologies to support online collaborative learning (CL) has implications for future research and practice in online education. In addition to a threaded discussion (TD)-the predominant tool used to promote online collaboration today-we used a wiki with 15 graduate students in an online course. Students worked on two different group activities, first using the TD and then using the wiki. We investigated students' attitudes about their CL experience, as well as differences in their CL processes, after using each technology. Our findings suggest that there are clear benefits and limitations inherent to both technologies. The TD tool was preferred, yet students recognized the potential of the wiki to support collaboration. Practical implications and future directions are discussed, including the need for instructors to support and encourage discussion as a complement to wiki writing, scaffold and model the use of wikis, and create sufficiently complex group tasks to help make wiki use attractive and appropriate.||0||0|
|Wikis in the classroom: An agenda for studying collaborative writing in information systems research||Menchen-Trevino E.
Papagari Sangareddy S.R.
|15th Americas Conference on Information Systems 2009, AMCIS 2009||English||2009||This paper proposes a research agenda for a relatively new area of research in information systems: wikis in collaborative writing. We introduce wikis and the concept of collaborative writing using four different educational cases of wiki-usage for collaborative writing in the classroom setting. Eight research questions are suggested related to this area of research. We propose that Adaptive Structuration Theory (AST) is a useful theoretical framework to study these questions. The paper suggests the importance of this new area of research through four case studies and identifying research questions that need to be addressed using the AST framework and suggesting implications for educational practice.||0||0|
|Enhancing the student experience using web 2.0 technologies (Wikis, Blogs and Webcam Recordings) to encourage student engagement and to develop collaborative learning: A case study||Clarke J.
|Proceedings of the 7th European Conference on e-Learning, ECEL 2008||English||2008||The use of Web 2.0 technologies on the Digital Economy module first began as part of a TQEF funded project during 05/06 delivery. Part of the coursework assessment requires the use of the technically demanding software package Dreamweaver. Support material in the form of Blackboard quizzes; FAQs; and screen capture demonstrations together with additional seminar material relating to the module was prepared and feedback from students was very positive and encouraged a greater level of student engagement and interaction. Following a post delivery review, the module team therefore reworked the group coursework element and revised the presentation of seminar and workshop materials to ensure that students accessed all material at an appropriate time and were encouraged to engage more actively with the module. For the 06/07 delivery each group was provided with voluntary access to wiki pages as a secure collaborative environment to record their group's assessment ideas and to work on them accordingly. Not all groups used the facility but all groups were required to post up their final website and presentation slides and comments to their wiki pages by the date of the assessment presentation itself. This case study will examine in detail how students and staff engaged with the wikis, blogs, podcasts and webcam recordings in the 07/08 module delivery. We will then discuss how Web 2.0 technologies have impacted on the students' engagement with the module; the impact, if any, on the quality of their work; the impact on the feedback process; and how, exactly, the student experience has been enhanced.||0||0|
|Incorporating wikis into the teaching of English writing||David Coniam
Mark Lee Wai Kit
|Hong Kong Teachers’ Centre Journal||English||2008||Many teachers of English as a second language (ESL) have begun to perceive the place of collaborative writing in the teaching of writing. With the development of Internet-based resources such as blogs and forums, learners have begun to adapt to online writing and to use tools that supports such activity. Teachers are beginning to perceive the value of this and consequently such resources have begun to be incorporated into the teaching of ESL writing by getting students - as yet, mainly on an individual basis - to write e-mails, express their ideas on forums, and create web pages. An extension to these individual writing activities involves the incorporation of Internet resources into cooperative writing, where more than one learner produces a text jointly. The current study explores these issues in the use of wikis, and how wikis may be utilised in a group writing task. The paper describes a case study in a Hong Kong postsecondary institute where over the course of a month, groups of learners produced a report based on survey data they had collected. The outcome of the project was generally successful - in that groups produced more cogent documents than had previous groups who had worked in a pen-and-paper format. Nonetheless, a number of issues concerning the running of the project arose that need to be addressed for collaborative writing with wikis to be successfully implemented. While the study took place in a post-secondary institute, the use of wikis holds good across secondary level forms, with implications for their use at different levels discussed and elaborated.||10||1|
|Using wikis to simulate distributed requirements development in a software engineering course||Shailey Minocha
|International Journal of Engineering Education||English||2008||Software development activities are increasingly being conducted collaboratively across multiple time zones and multiple teams. This creates challenges in building shared values and trust, and in coping with asynchronous collaboration and communication. In response to these trends, tools such as wikis, blogs, web portals and groupware are being integrated in development processes to enhance the productivity and effectiveness of teams. To enable students to meet these challenges, there is a need to use technology in software engineering education to simulate authentic structures of work practices. Use of collaborative and discourse tools will provide students with the experiences of communicating and negotiating with diverse stakeholders with different views and backgrounds. It will also enable the development of transferable skills for working with community tools in the industry. As with most software design and development processes, Requirements Engineering (RE) is increasingly being conducted in distributed environments. Wikis are being used to provide a platform for asynchronous collaboration for participative requirements development. In a post-graduate RE part-time distance-learning course at the Open University in the UK, we have introduced wiki activities in the course to provide students with the opportunity to engage in small-group collaboration to emulate RE practice. In this paper, we discuss the nature of the RE process, the usage of wikis in RE practice, and the challenges of introducing collaborative-work and wikis on the RE course at the Open University and our solutions. We will draw on empirical evidence to discuss effectiveness of wiki in collaborative learning of the RE processes.||0||0|
|Web 2.0 matters: An analysis of implementing web 2.0 in the classroom||Sendall P.
|Proceedings of the Information Systems Education Conference, ISECON||English||2008||Web 2.0 tools are collaborative Internet applications that allow for facilitation of communications between individuals and organizations. Examples of Web 2.0 tools include blogs, wikis, Second Life, and social networking. This manuscript reviews classroom implementation of Web 2.0 tools at three Northeastern US universities. The importance of Web 2.0 instruction is examined via literature review and pre and post class testing of the students involved in the courses. It was found that knowledge of Web 2.0 skills is generally regarded as being very important. Students who took the course and were educated on Web 2.0 skills increased both their knowledge and comfort level after the course. A detailed analysis of student perceptions both prior to taking the course and after instruction are reviewed.||0||0|
|Wiki technology for collaborative learning||Larusson J.A.
|Computer-Supported Collaborative Learning Conference, CSCL||English||2008||At Brandeis, several courses have used a wiki-based collaborative learning environment, the WikiDesignPlatform (WDP), to support class work. The WDP can be coupled with other components, like a mailbox, and it provides a number of features that support navigation, awareness, and help users to organize the wiki site. The WDP automatically produces complete transcripts of the online collaborative activity. With the aid of the WikiPlayer analysis tool students can examine these transcripts, explore different theoretical frameworks while practicing a variety of methods and techniques of analysis. In our talk we will demonstrate both the WDP and the WikiPlayer.||0||0|
|Wiki-based collaborative learning: Incorporating self-assessment tasks||Ben Liu
|WikiSym 2008 - The 4th International Symposium on Wikis, Proceedings||English||2008||When assigning technological articles as the collaborative writing task, students may find that the available knowledge repositories leave little room for them to contribute and therefore write nothing. To provide guidelines for students to discover topics, as well as tools to practice problem solving skills, we integrated a computer assisted assessment module into the Mediawiki and employ self-tests as the collaborative tasks. In these task, item models are used to automatically generate test questions. The items deriving from a same model share a common structure; however, the randomly initialized parameters of the model make them differ from each other. These differences result in that the answers of an item are usually inapplicable to other items deriving from the same model. Therefore, examinees have to solve these generated items on a case by case basis. Further, how to solve questions deriving from certain models can be served as the topics about which students write articles. The wiki self-assessment system was used in a course on Computer Networks offered to junior students majored in computer science. Five self-test tasks were assigned to 98 students, and they were encouraged to write wiki pages to explain their solution methods. Evidence from this preliminary application indicates that the presented approach has a positive effect on learning outcomes.||0||1|
|Using web 2.0 technologies to engage with and support the net generation of learners||Doolan M.||ECEL 2007: 6th European Conference on e-Learning||English||2007||Web 2.0 social software offer new pedagogic opportunities to support and empower the Net generation of learners to create their own personal learning agenda and dynamic learning environments. This paper presents learners experiences of using Web 2.0 social software, such as videos and podcasts linked to Wiki contributions in a collaborative online learning environment. In addition to, a private blog which was provided for learner reflections and the University Managed Learning Environment (MLE): which included a private group area and a discussion forum to support the group based assessment. Within the Wiki environment, learners were presented with the learning design by the tutor using text, short videos and podcasts created using Web 2.0 technologies. Learners were given a choice in selecting the most appropriate technology to complete their individual and group tasks and to present these as a group linked to Wiki contributions. This paper outlines the setting up and the implementation of a multi-mode assessed collaborative student learning environment and identifies the different approaches used by learners. Evidence is provided from learners' contributions to the core task captured through the Wiki, and in the form of illustrations of Wiki contributions and images of video recordings. Learner attitude was measured using a pre and post test questionnaire and by students own reflections of their lived experiences captured using a blog. There are some interesting findings including the learners preferred technology for learning, and alternative technologies used which were not provided in this study. In addition, findings are presented relating to what learners did with the different technologies, including student approaches to learning, how the technologies helped or hindered learning and learner attitude to the use of the alternative technologies. These findings will add to the debate on how we engage with and support the Net Generation of learners.||0||0|
|Weathering wikis: Net-based learning meets political science in a South African university||Carr T.
|Computers and Composition||English||2007||Wikis represent flexible tools functioning as open-ended environments for collaboration while also offering process and group writing support. Here we focus on a project to innovate the use of wikis for collaborative writing within student groups in a final-year undergraduate political science course. The primary questions guiding our research were in what ways could wikis assist collaborative learning in an undergraduate course in political science and how we could support educators' in the effective use of wikis? Curiously, wikis may serve as a mediating artifact for collaborative writing even among students who are reluctant to post online drafts. The paper raises questions concerning the nature and limits of lecturer and tutor power to deliver transformative educational innovations in relation to the capacity of students to embrace, comply with, or resist such innovation. In analysing the negotiation of the use of wikis in the course by and among the lecturer, tutors, and students, we draw on two principles in activity theory, which Yrjö Engeström argued are central to his model of expansive learning: multi-voicedness and contradictions [Engeström, Yrjö. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit; Engeström, Yrjö. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work 14(1), 133-156.]. We add a third principle, transparency, to more fully capture what we observed. © 2007 Elsevier Inc. All rights reserved.||0||2|
|Analyzing the effectiveness of collaborative condition monitoring using adaptive measure||Han H.-S.
|WSEAS Transactions on Information Science and Applications||English||2006||New opened community systems such as wiki support the entire freedom of expression for all users. Wiki is a powerful hypertext-based collaborative system and a conversational knowledge management system. The method of group knowledge construction in wiki depends on the social interaction. However, some factors interrupt the social interaction needed for collaboration in wiki. At first the linked-structure is hidden and continuously changeable. Furthermore, the linked structure has become more and more complex. The linked structure's complexity interrupts collaborative condition monitoring and group collaboration. We develop and test new adaptive measures proposed in this paper to decide whether or not they satisfy a group's collaborative condition. The visualization of these scores will support a basis to examine the collaborative condition and to decide the starting point of next activity in process-oriented learning. The result of experiment shows that changes in score values go with Collaboration Status. And we analyze the effectiveness of collaborative condition monitoring in the viewpoint of pedagogy.||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|
|Collaborative learning using Wiki and flexnetdiscuss: A pilot study||Chong N.S.T.
|Proceedings of the Fifth IASTED International Conference on Web-based Education||English||2006||Dialogue can facilitate active engagement and critical thinking in learning in many situations, such as when a learner's ideas are challenged with conflicting viewpoints in a debate. Nowadays group communications in online learning processes are being supported by a range of tools. This paper focuses on the usefulness and effectiveness of the combined use of Wiki and a new communication tool that we have implemented for enhancing debate-based learning experiences. The experimental study involved the participation of small teams in a debate conducted online and in traditional settings. The analysis of the results outlines the different roles of each tool, and suggests the positive effects owing to the complementary strengths of the tools on fostering active participation and achieving high quality in the debate.||0||0|
|Concepts for extending Wiki systems to supplement collaborative learning||Silvan Reinhold
|Lecture Notes in Computer Science||English||2006||The use of new media - multimedia elements and electronic modes of interaction - is at the core of contemporary efforts to enhance the learning experience of students at universities worldwide. This paper explores the use of general-purpose Wiki systems as a means to extend didactic scenarios in eLearning environments. Wiki systems are already used successfully in classrooms, and provide students with a novel means of learning, collaborating, and participating. Based on several classroom projects currently implemented at the Goethe-University Frankfurt, we identify important issues, success factors, requirements and problems, related to the use of Wikis as part of the classroom. These shape the basis for our concept to extend the standard Wiki functionality, in order to adapt the available technology to the e-enhanced classroom. A prototypical implementation is described that was developed as a basis for the implementation of the concept, and the summary illustrates current conclusions and lessons learned.||0||1|
|Reducing staff and student workload: Redevelopment of an online law unit||Jackson K.
|ASCILITE 2006 - The Australasian Society for Computers in Learning in Tertiary Education||English||2006||Law of the Internet was the first entirely online postgraduate unit offered by the Faculty of Law at Monash University. It was first offered in 1999 and has been offered at least twice a year since that time. The unit was designed around a website presenting ten modules of content and four discussion forums. Online tasks were submitted via the discussion forum or via email, with student-teacher interaction facilitated via the discussion forums. The constantly changing nature of the unit content, the volume of tasks completed by the students and associated assessment, and the heavy administrative load have created a unit that is very labour intensive for both students and staff. As the Faculty moves to the provision of increasing numbers of online postgraduate units, it was decided to revisit the design of Law of the Internet with a view to reducing the workload commitment of the teacher and support staff. This poster outlines the process of that review, the selection and implementation of alternative technologies, including wikis and an in-house collaborative learning environment, LEX. Preliminary results as to the impact of the redesign on staff and student workloads will be presented. © 2006 Jackson, K., Potter, B., Lindsay, D., Webster, L., Buxton, K., deZwart, M.||0||0|
|Wikis as online collaboration tool: An exploratory study in a hybrid learning environment||Wieland K.
|IADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2006||English||2006||Several studies show that online learning can be as effective as face-to-face settings when there are social interaction and learning communities. The positive effects that are assigned to collaborative learning and communication do not automatically occur just because online environments make it possible. The purpose of this study is to explore the usability of Wikis as an online collaboration tool used for organizing, and presenting information developed in a group setting. Our results suggest that Wikis can be useful as collaborative tools suitable for group work assignments, despite problems such as vandalism, when students can create the content. The special features of Wikis qualify them as an online collaboration tool that can be used effectively in combination with other asynchronous methods such as chats or discussion boards to facilitate online group activities.||0||0|
|Talking about watching: using the video card game and wiki-web technology to engage IT students in developing observational skills||Margot Brereton
|ACE||English||2003||Designers need to develop good observational skills in order to conduct user studies that reveal the subtleties of human interactions and adequately inform design activity. In this paper we describe a game format that we have used in concert with wiki-web technology, to engage our IT and Information Environments students in developing much sharper observational skills. The Video Card Game is a method of video analysis that is suited to design practitioners as well as to researchers. It uses the familiar format of a card game similar to “Happy Families” to help students develop themes of interactions from watching video clips. Students then post their interaction themes on wiki-web pages, which allows the teaching team and other students to edit and comment on them. We found that the tangible (cards), game, role playing and sharing aspects of this method led to a much larger amount of interaction and discussion between student groups and between students and the teaching team, than we have achieved using our traditional teaching methods, while taking no more time on the part of the teaching staff. The quality of the resulting interaction themes indicates that this method fosters development of observational skills. In the paper we describe the motivations, method and results in full. We also describe the research context in which we collected the videotape data, and how this method relates to state of the art research methods in interaction design for ubiquitous computing technology.||0||2|