Cole,+Melissa.+Using+wiki+technology+to+support+student+engagement

Cole, Melissa. "Using wiki technology to support student engagement: Lessons from the trenches." //Computers & Education//. 52.1 (2009): 141-146. Web. 19 Mar. 2012.

=Abstract= This paper reports on a failed experiment to use Wiki technology to support student engagement with the subject matter of a third year undergraduate module. Using qualitative data, the findings reveal that in an educational context, social technologies such as Wiki’s, are perceived differently compared with ordinary personal use and this discourages student adoption. A series of insights are then offered which help HE teachers understand the pitfalls of integrating social technologies in educational contexts.  =Argument = In this article Melissa Cole reflects on a failed attempt at the use of a wiki for higher education. Cole argues that despite the many articles in support of social software as a means for higher education, she aims to highlight the possible negative consequences if the software is not properly designed and integrated into the curriculum. The article explains that interest in wikis for education has grown as focus has been moving away from teaching for instruction to more student focused learning, necessitating that students be “publishers” rather than merely memorize and absorb information (141). Cole explains how wiki software fits into the social constructivist and collaborative learning theories by accomplishing the three factors needed to promote effective learning: “active learning and knowledge construction, cooperation and team work in learning, and problem solving” (143). The intention of Cole’s research was to find if collaborative wiki software can support “student engagement” and active participation in class (144). Action research was the utilized methodology, due to the focus on improving “direct practice” (144). The professor instructed the students to make voluntary contributions to the wiki, and at the end of the term the final exam would be partly based off of these contributions. After 5 weeks into the project no students had contributed to the wiki. When surveyed the student’s reasons ranged from lack of time to worries about if their contributions would be good enough. Cole argues that when utilizing wiki software students need to see immediate learning benefits in order for them to voluntarily participate. Cole concludes that the wiki did not promote student engagement because the students chose not to participate at all, and suggest that a different course design may have different outcomes.

=Key Passages=

"The differentiating factor of social software technologies is that users become //publishers // rather than merely consumers of information. That is, they are able to combine, annotate and edit existing material in such a way that new content is created and used in partnership with others. These forms of technically enabled collaboration, knowledge sharing and customisation provide educationalists with significant opportunities for creating socially engaging tasks that require active student participation and knowledge building instead of memorisation" (Introduction).

 "Alavi (1994)   suggests that three factors are needed to promote effective learning: ‘‘active learning and knowledge construction, co-operation and teamwork in learning, and problem solving’’ (p.161). Both constructivist and collaborative learning models incorporate these factors but with different pedagogical emphasis" (Theories of Learning).

"Students prioritize their time according to the greatest perceived benefit with the result that coursework deadlines for other modules and part-time work pressures are automatically awarded a higher priority" (Discussion).

=Selected Works Cited=

Alavi, M. “Computer-mediated collaborative learning: A empirical investigation.” //MISQ//, 18.2 (1994): 159–174. Print.

O’Loughlin, M. “Rethinking science education: beyond piagetian constructivism toward a sociocultural model of teaching and learning.” //Journal of Research in Science and Teaching// 29.8 (1992): 791–820. Print.

Tonkin, E. “Making a case for a wiki.” //Ariadne// 42 (2005): Web.