Heuristics for Implementation of Wiki Technology in Higher Education Learning (original) (raw)
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Wikis as Constructivist Learning Environments
jalt-publications.org
In this paper, we suggest that wikis deserve serious consideration as an important tool of the constructivist educator. After a brief review of Piagetian and Vygotskian constructivism, and a look at the literature on the implementation of constructivist education using technology, we adopt six recommended constructivist elements of online tools or environments (multiple modes of representation, collaboration opportunities, experience with multiple perspectives, learner centered, learner relevant,and social negotiation) and argue that wikis’ fit with these elements appears to be a good one. We sketch several actual and hypothetical educational uses of wikis as illustrations of their potential, and highlight directions for future research. Cite as: Lavin, R., & Claro, J. (2005). Wikis as constructivist learning environments. JALT CALL 2005 Proceedings (pp. 9-13). JALT CALL 2005.
Wiki uses in higher education: exploring barriers to successful implementation
E-learning 2.0 is expected to address some of the problems which characterized the first generation of E-learning implementations. Wikis are among the most promising E-learning 2.0 tools because they require active student engagement which facilitates constructivist learning. The present article focuses on the use of wikis in a university education and examines the student perspectives related to this use. Thirty-eight students participated in a study which aimed to examine students’ difficulties with a wiki implementation in an undergraduate course. By drawing on qualitative data, seven major types of problems that the students experienced with the wiki task were identified. It is argued that the reason why the students lacked the knowledge and skills to deal with the wiki assignment is because they were accustomed to traditional practices. The article is concluded with a discussion of how traditional practices and the associated learning epistemologies are incompatible with the wiki requirements which are more constructivist in nature.
The purpose of this paper is to explore the potential use of Wikis as a tool that supports and improves collaborative learning in the context of higher education. The paper begins by explaining how technologies that enable asynchronous social networking promoted the transition from the "Information Age" to the "Interaction Age". After a brief analysis on the term "Web 2.0 technologies", an in depth analysis of how Wikis connect themselves with main pedagogy theories follows. Furthermore, referring to relevant research literature, this study addresses Wikis' characteristics which make its implementation in higher education visible and promising. The weaknesses and the disadvantages from the use of Wikis are also addressed in order for the conclusions to be drawn at the end of this paper.
1 Wikis as collaborative learning tools for knowledge sharing: Shifting the education landscape
2015
Wikis support collaborative learning in a classroom environment. Nevertheless, the argument of wikis as an unstructured medium for learning and issues concerning security and privacy matters are overshadowed by the full potential benefit it brings to education fields. Educational wikis are very different from the wiki that we know in the biggest online encyclopedia; wikipedia.org. The implementation of wikis in education relies on its pedagogy approach, hence known as wiki pedagogy. The study conducted in Malaysia schools provides the case study for educational wikis to be deployed in school. The approach taken in the study using design experiments managed to formulate a pedagogy for effective use of wikis in education. Findings of the study may provide a new perspective in understanding the current practice of teaching and learning in school. The essence of socialization of learning facilitate by using wikis lead to collaborative knowledge building among students that they are not ...
Wikis as collaborative learning tools for knowledge sharing: Shifting the education landscape
Global Learn, 2009
Wikis support collaborative learning in a classroom environment. Nevertheless, the argument of wikis as an unstructured medium for learning and issues concerning security and privacy matters are overshadowed by the full potential benefit it brings to education fields. Educational wikis are very different from the wiki that we know in the biggest online encyclopedia; wikipedia.org. The implementation of wikis in education relies on its pedagogy approach, hence known as wiki pedagogy. The study conducted in Malaysia schools provides the case study for educational wikis to be deployed in school. The approach taken in the study using design experiments managed to formulate a pedagogy for effective use of wikis in education. Findings of the study may provide a new perspective in understanding the current practice of teaching and learning in school.
Wikis in Higher Education: Collaborative by Nature or Design?
2010
Web 2.0 has shifted attention from the content presented on a Web site to a focus on the contributors of the content and the interactions that lead to the development of the content. One Web 2.0 technology is a wiki. A wiki is commonly defined as a set of related Web 2.0 pages that can be authored and edited collectively. The premise underlying wikis is that the convenience of creating content in easily accessible work areas on the Web provides opportunity for all to collaborate. This qualitative study examined the experiences of two groups of learners who participated in the creation of two graduate course wikis. In addition to learning about students' experiences contributing to the course wikis, the research questions addressed how students decided what wiki content to create, contribute, and edit.
Wikis and constructivism: Exploring the links
The JALT CALL Journal, 2008
Wikis are an emerging user created content technology which can potentially have a great impact on language learning classrooms. This action research paper reports on student behavior when completing a wiki project designed using principles of constructivism. Results of a survey revealed that students thought wikis provided opportunities to learn from and help each other. Results from an interpersonal intra-wiki hyperlink analysis showed that when constructing knowledge in the wiki, each group member mainly contributed to their own pages with little awareness for hyperlinking within their wiki. The findings of this small action research demonstrate that for the right classroom objectives, wikis designed with constructivist principles could be used to enhance students' language learning experiences.
Wikis as Tools for Enhancing Interaction and Fulfilling Expectations of Modern Learning Theories
Advances in Educational Technologies and Instructional Design, 2018
Modern learning theories focus on the importance of social interaction as a means of facilitating and enhancing learning. In this context, an aspect of importance is the creation of learning communities (i.e., groups of persons with common learning goals). ICT tools are frequently used to create and maintain online learning communities by overcoming geographical and time restrictions as well as motivating learners and retaining a high degree of interaction among them. To achieve these goals, researchers adjust previous and propose new learning theories taking into consideration human, social, and technological factors in the learning process. This chapter first outlines relevant learning theories and then highlights wikis as tools that may assist learning by increasing social interaction.
Using wikis as a learning tool in higher education
2000
Wikis have originally emerged and are most commonly known as social software, but there is also a growing trend to use wikis as a learning and assessment tool in Higher Education. The latter is the focus of the present paper. The effects of task type and instructions on students' decisions about wiki structure and navigation are considered by examining group wikis created by students of two postgraduate courses as part of their assessed course work. More general issues with wiki-based learning are also considered.
Global Journal of Educational Research, 2017
The human brain works much like a network of computers connected by nodes. These nodes allow computers on the same network to communicate effectively. Educators have discovered that today's learning environment functions much the same way, with learners connecting to the internet, to other learners and to their teachers to increase their knowledge. This discovery has led to a paradigm shift in education which has transformed the learning environment from teacher-centered to learner-centered. The learner-centered environment allows for interactivity, communication and collaboration. When Web 2.0 technologies are used in the classroom, learners and teachers are given the opportunity to extend the frontiers of knowledge by collaborating and contributing to knowledge. This paper explores the possibility of using Wikis-a Web 2.0 technology-to extend the frontiers of knowledge. It also discusses how Wikis are presently being used in education; how to create a Wiki site using three different Wiki host platforms; and how to contribute content to Wikipedia-which is the world's largest Wiki site. Finally, recommendations are given on what management of institutions can do to encourage the use of Wikis in the classroom.