Wikis and Teacher Education Students: Is it a class act?
PROCEEDINGS
Daniel Tetteh-Richter, Pamela Whitehouse, WVU, United States
Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Wikis are said to be useful supplements to existing CMS such as blackboard, angel etc. Several authors have identified a plethora of advantages that wikis bring to distance learning education. At this time, research on wikis and learning shows mixed findings about the efficacy of wikis in supporting collaboration and interactivity. This study is guided by the following research questions: How and to what extents do senior teacher education students access, use, and learn on a class wiki? What evidence of student learning is present? What evidence of student collaboration and co-creation of knowledge is present? Early findings demonstrate very low levels of collaboration that authors expect to change as the course progresses. The preliminary results of this study reveal that tightly scaffolding access to the class wiki allowed for students to get over initial frustrations of a wiki learning environment, and prepare them for deeper collaborative processes.
Citation
Tetteh-Richter, D. & Whitehouse, P. (2010). Wikis and Teacher Education Students: Is it a class act?. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 926-929). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/33465/.
Keywords
References
View References & Citations Map- Chao, J. (2007). “Student Project Collaboration using Wikis”,Proc. 20th Conference on Software Engineering Education& Training (CSEET’07), IEEE.
- Minocha, S., & Roberts, D. (2008). Social, Usability, and Pedagogical factors influencing students’ learning experiences with wikis and blogs. Pragmatics& Cognition, 16,272-306-929 DASHDASH
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