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Article: Wikis and collaborative learning in higher education

TitleWikis and collaborative learning in higher education
Authors
Keywordswiki technology
design-based research
collaborative learning
teaching strategies
Issue Date2015
Citation
Technology, Pedagogy and Education, 2015, v. 24, n. 3, p. 357-374 How to Cite?
AbstractWhile collaborative learning and collaborative writing can be of great value to student learning, the implementation of a technology-supported collaborative learning environment is a challenge. With their built-in features for supporting collaborative writing and social communication, wikis are a promising platform for collaborative learning; however, wiki-supported collaborative learning cannot function without an effective learning design. This article highlights theory and prior research on wiki use in education and uses a design-based approach to develop strategies for using wikis to support collaborative learning in a classroom environment. In order to explore and refine these strategies, an iterative, design-based research method is used to create wiki-supported collaborative classroom activities. The authors discuss the design approach as it relates to wikis and consider the strategies that develop over four design iterations, including suggestions for learning community management, inquiry-based topic selection, teacher scaffolding, student evaluation and supporting wiki technology with other social media. This study demonstrates that while wikis can be a tool for post-secondary collaborative learning, appropriate pedagogical supports are required for successful implementation.
Persistent Identifierhttp://hdl.handle.net/10722/299520
ISSN
2020 Impact Factor: 2.529
2020 SCImago Journal Rankings: 1.064
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorZheng, Binbin-
dc.contributor.authorNiiya, Melissa-
dc.contributor.authorWarschauer, Mark-
dc.date.accessioned2021-05-21T03:34:35Z-
dc.date.available2021-05-21T03:34:35Z-
dc.date.issued2015-
dc.identifier.citationTechnology, Pedagogy and Education, 2015, v. 24, n. 3, p. 357-374-
dc.identifier.issn1475-939X-
dc.identifier.urihttp://hdl.handle.net/10722/299520-
dc.description.abstractWhile collaborative learning and collaborative writing can be of great value to student learning, the implementation of a technology-supported collaborative learning environment is a challenge. With their built-in features for supporting collaborative writing and social communication, wikis are a promising platform for collaborative learning; however, wiki-supported collaborative learning cannot function without an effective learning design. This article highlights theory and prior research on wiki use in education and uses a design-based approach to develop strategies for using wikis to support collaborative learning in a classroom environment. In order to explore and refine these strategies, an iterative, design-based research method is used to create wiki-supported collaborative classroom activities. The authors discuss the design approach as it relates to wikis and consider the strategies that develop over four design iterations, including suggestions for learning community management, inquiry-based topic selection, teacher scaffolding, student evaluation and supporting wiki technology with other social media. This study demonstrates that while wikis can be a tool for post-secondary collaborative learning, appropriate pedagogical supports are required for successful implementation.-
dc.languageeng-
dc.relation.ispartofTechnology, Pedagogy and Education-
dc.subjectwiki technology-
dc.subjectdesign-based research-
dc.subjectcollaborative learning-
dc.subjectteaching strategies-
dc.titleWikis and collaborative learning in higher education-
dc.typeArticle-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/1475939X.2014.948041-
dc.identifier.scopuseid_2-s2.0-84931566464-
dc.identifier.volume24-
dc.identifier.issue3-
dc.identifier.spage357-
dc.identifier.epage374-
dc.identifier.eissn1747-5139-
dc.identifier.isiWOS:000356340200001-

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