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Scaffolding strategies for wiki-based collaboration: Action research in a multicultural Japanese language program
ARTICLE

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British Journal of Educational Technology Volume 46, Number 4, ISSN 0007-1013 e-ISSN 0007-1013 Publisher: Wiley

Abstract

Wikis can be used to encourage and support collaborative constructivist learning. However, their effectiveness depends upon the use of scaffolding strategies to guide the students in their use. This action research investigated three scaffolding strategies for wiki-based multicultural Japanese language learning: worked examples, grouping and peer assessment. It was found that the use of a template explaining the learning objectives and expected learning process was more effective than detailed worked examples. It was also found that heterogeneous grouping and internal and external peer review were important factors and that wiki-based collaborative learning can be culture laden and in conflict with traditional teaching and learning.

Citation

Jung, I. & Suzuki, Y. (2015). Scaffolding strategies for wiki-based collaboration: Action research in a multicultural Japanese language program. British Journal of Educational Technology, 46(4), 829-838. Wiley. Retrieved July 23, 2019 from .