Su,+Feng.+Beaumont,+Chris.+Evaluating+the+use+of+a+wiki+for+collaborative+learning

Su, Feng, and Beaumont, Chris. "Evaluating the use of a wiki for collaborative learning." //Innovations in Education and Teaching International//. 47.4 (2010): 417-431. Web. 19 Mar. 2012.

=Abstract= A wiki is able to provide a learning environment which is closely aligned with the social-constructivist approach and is more natural than many tools where open collaboration and the exchange of ideas are important. This case study analyses and evaluates essential aspects for the successful deployment of a wiki in a higher education setting using Salmon's five-stage e-learning framework. Indicators of the learning benefits were determined by qualitative analysis of students' wiki contributions. Students' perceptions were captured through interviews and questionnaires at the start and end of the project, thereby providing indicators of their motivation towards this method of learning. Our results suggest that a wiki can promote effective collaborative learning and confidence in formative self and peer assessment by facilitating rapid feedback, vicarious learning through observing others' contributions and easy navigation and tracking facilities. Student authorship was also encouraged. Issues identified included providing easy access to the wiki, lack of personalisation, possible vandalism and plagiarism. Also, students with learning difficulties might require extra help and take longer to familiarise themselves with this new e-learning environment

=Argument= In this article Feng Su and Chris Beumont present their findings in a case study of higher education and the use of a wiki. The purpose of this study was to present what students feel are the pros and cons of using a wiki for learning, what a wiki can do to enhance learning for students, and what principles need to followed for a successful learning experience. The authors argue that wikis facilitate the principles set forth by the social constructivist theory of knowledge. They used Salmon’s five stage model of e-learning as a framework for the project, because they felt it closely aligned to the social constructivist theory (419). The five stages are “access and motivation, online socialization information exchange, knowledge construction, and knowledge development” (419). The participating students were provided questionnaires and interviewed based on which stage of the model the project was in. At the beginning of the study many students were reluctant to participate, however by stage three 56% were comfortable with the software (422). The main concern of the participating students was that because of the open editing of the wiki software their work would be plagiarized or changed incorrectly. By the end of the study the percentage of students concerned with plagiarism fell from 85% to 55%. The authors conclude that the general opinion of the students was positive, and they felt that the wiki effectively developed their ability to both give and accept constructive feedback and improved their writing abilities.

=Key Passages= "Moreover wikis can help provide an efficient, flexible, user-friendly and cost-effective interface for collaboration, knowledge creation and student interaction (Schwartz, Clark, Cossarin, & Rudolph, 2004). Wikis provide users with freedom of authoring and in-situ editing. In comparison with collaboration tools such as blogs and VLE (Virtual Learning Environment) forums, wikis allow the development of content specific websites while other tools tend to be chronologically structured contributions" (417).

"Whilst it is clear that there is widespread interest in the potential of wikis, we would argue that there needs to be further research into students’ own views of adopting this open peer-review style of working, and a need to explore the effectiveness of wikis in promoting a social constructivist learning approach"(418).

"This project explored students’ perceptions of their experiences of using a wiki, and analysed the quality of the contributions as an indicator of their progress towards becoming confident, self-directed learners that are able to provide and receive appropriate criticism. Whilst students were progressing at different rates and tutors were using different tutorial strategies and it was not possible to reliably identify all of Salmon’s five stages, the model was still considered useful for helping to analyse the progress of students towards becoming self-regulated critical learners, and we were able to identify indicators of progression. Thus our research helped extend the usefulness of the model from its original context in an asynchronous forum to the richer learning environment of a wiki" (427).

"We conclude that the wiki effectively facilitated the development of students as critical learners and their ability to give and receive criticism in an environment where every posting is public" (427).

=Selected Works Cited=

Salmon, G. (2006). //E-tivities: The key to active online learning//. London & New York: Routledge Falmer.

Schwartz, L. Clark, S., Cossarin, M., & Rudolph, J. (2004). Educational wikis: Features and selection criteria. //International Review of Research in Open and Distance Learning//, 5, 1–6

Vassell, C., Amin, N., & Winch, S. (2008, August). //Evaluating the use of wikis in student// //group work with BlackBoard VLE//. Proceedings of 9th Annual conference of the Higher Education Academy Information and Computer Sciences Conference, in Liverpool, 121–125, Liverpool Hope University.