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Article: Developing a Multidimensional Framework for Analyzing Student Comments in Wikis

TitleDeveloping a Multidimensional Framework for Analyzing Student Comments in Wikis
Authors
KeywordsWiki
Student comments
Social interaction
Meaning construction
Thinking development
Issue Date2017
PublisherInternational Forum of Educational Technology & Society. The Journal's web site is located at http://www.ifets.info/
Citation
Journal of Educational Technology & Society, 2017, v. 21 n. 4, p. 26-38 How to Cite?
AbstractThis study develops a framework for analyzing student comments in Wikis of group writing to inform learning assessment. It first drew on the literature to develop a framework consisting of three modules measuring student interaction, meaning construction and thinking development in the writing process. In- service teachers were interviewed to ensure framework practicality and inform subsequent refinement. A sample of 1,482 Wiki page comments was collected from 48 groups of secondary school students in Hong Kong to test the developed framework. Statistical analyses and association rule mining were conducted to the coded data to explore the relations among coding categories. This study aims to raise the attention on page comments in the analysis of student activities in Wiki and provided empirical evidence on category relations, which will be instructive for further research and practice in Wiki-supported learning.
Persistent Identifierhttp://hdl.handle.net/10722/243202
ISSN
2023 Impact Factor: 4.6
2023 SCImago Journal Rankings: 1.559

 

DC FieldValueLanguage
dc.contributor.authorHu, X-
dc.contributor.authorCheung, CWL-
dc.contributor.authorChu, SKW-
dc.date.accessioned2017-08-25T02:51:34Z-
dc.date.available2017-08-25T02:51:34Z-
dc.date.issued2017-
dc.identifier.citationJournal of Educational Technology & Society, 2017, v. 21 n. 4, p. 26-38-
dc.identifier.issn1176-3647-
dc.identifier.urihttp://hdl.handle.net/10722/243202-
dc.description.abstractThis study develops a framework for analyzing student comments in Wikis of group writing to inform learning assessment. It first drew on the literature to develop a framework consisting of three modules measuring student interaction, meaning construction and thinking development in the writing process. In- service teachers were interviewed to ensure framework practicality and inform subsequent refinement. A sample of 1,482 Wiki page comments was collected from 48 groups of secondary school students in Hong Kong to test the developed framework. Statistical analyses and association rule mining were conducted to the coded data to explore the relations among coding categories. This study aims to raise the attention on page comments in the analysis of student activities in Wiki and provided empirical evidence on category relations, which will be instructive for further research and practice in Wiki-supported learning.-
dc.languageeng-
dc.publisherInternational Forum of Educational Technology & Society. The Journal's web site is located at http://www.ifets.info/-
dc.relation.ispartofJournal of Educational Technology & Society-
dc.rightsJournal of Educational Technology & Society. Copyright © International Forum of Educational Technology & Society.-
dc.subjectWiki-
dc.subjectStudent comments-
dc.subjectSocial interaction-
dc.subjectMeaning construction-
dc.subjectThinking development-
dc.titleDeveloping a Multidimensional Framework for Analyzing Student Comments in Wikis-
dc.typeArticle-
dc.identifier.emailHu, X: xiaoxhu@hku.hk-
dc.identifier.emailChu, SKW: samchu@hku.hk-
dc.identifier.authorityHu, X=rp01711-
dc.identifier.authorityChu, SKW=rp00897-
dc.description.naturepublished_or_final_version-
dc.identifier.scopuseid_2-s2.0-85055948729-
dc.identifier.hkuros275057-
dc.identifier.volume21-
dc.identifier.issue4-
dc.identifier.spage26-
dc.identifier.epage38-
dc.publisher.placeNew Zealand-
dc.identifier.issnl1176-3647-

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