| Wen-Chuan Lin|
(Alternative names for this author)
|Co-authors||Huang L., Lei K., Shu Ching Yang, Zeng Y.|
|Authorship||Publications (2), datasets (0), tools (0)|
|Citations||Total (0), average (0), median (0), max (0), min (0)|
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Wen-Chuan Lin is an author.
PublicationsOnly those publications related to wikis are shown here.
|Title||Keyword(s)||Published in||Language||DateThis property is a special property in this wiki.||Abstract||R||C|
|Improving retrieval performance with Wikipedia's category knowledge||Category feedback
|Proceedings - 4th International Conference on Computational and Information Sciences, ICCIS 2012||English||2012||For text search systems, the ambiguity of short queries often leads to poor performance. To solve this problem, relevance feedback via query-expansion is considered as one effective technique. However, many methods of relevance feedback barely use the knowledge of search results and the improvement of effectiveness is limited because the knowledge used is limited. In this paper we try to include Wikipedia's category knowledge to improve the poor retrieval performance. A method of category feedback is proposed, which is based on the information of Wikipedia categories. Categories instead of terms and documents are provided to users for feedback. Finally, an experimental search system is developed which demonstrates the effectiveness of our method.||0||0|
|Exploring students’ perceptions of integrating Wiki technology and peer feedback into English writing courses||Collaborative authoring
|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|