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Collaborative and networked pedagogies: Using wikis in the composition classroom

, University of Wyoming, United States

University of Wyoming . Awarded


Changes in the technology used to teach college level courses and the traits of incoming freshmen have presented problems for the current paradigm of college composition instruction. This thesis evaluates collaborative and networked pedagogical practices to address different traits of first year, Net Generation, students through technology. Further, evaluating wikis to create an environment that supports networked and collaborative pedagogies tests the worth of wikis in the classroom.

This evaluation is the purpose of a study of composition students at the University of Wyoming in 2010. Using student essays, wiki assignments, and wiki usage data, this study explores how students engage and create meaning differently in both pedagogies. This thesis asks: Which pedagogy, networked or collaborative, engages students over a longer period of time, and what type of meaning-making does each develop? These findings suggest further development of networked pedagogy, focusing on the role of the instructor, is necessary for higher engagement and meaning-making.


Coyle, A.C. Collaborative and networked pedagogies: Using wikis in the composition classroom. Master's thesis, University of Wyoming. Retrieved March 22, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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