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A Comparative Study of Using Wikis for Collaborative Writing Projects in Traditional and Online Learning Environments
PROCEEDINGS

, , Oklahoma State University, United States

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Wikis, when used as an open editing tool, can have profound and subtle effects on students’ collaborative learning processes. Hailed as a collaborative learning and writing tool, many questions remain regarding the pedagogical impacts of using wikis in an online environment. How are collaborative learning outcomes impacted when students communicate using wikis in a traditional classroom and an online environment? Do the communication patterns differ in traditional and online learning environments? This study addressed these questions. Research data were collected from four sources: the content of the wiki articles, student interviews, students’ reflective journals, and content analysis of Discussion Board in Wiki. The findings challenge idealistic hypotheses that wiki work, without careful design and implementation, is naturally beneficial in an online learning environment. It was also found that collaborative writing and learning were the exception rather than the norm among distant learners in the early stages of wiki work.

Citation

Lin, H. & Kelsey, K. (2009). A Comparative Study of Using Wikis for Collaborative Writing Projects in Traditional and Online Learning Environments. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 990-992). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 5, 2019 from .

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