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ERIC Number: EJ1058422
Record Type: Journal
Publication Date: 2013
Pages: 21
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-2375-2033
A Framework for Assessing the Pedagogical Effectiveness of Wiki-Based Collaborative Writing: Results and Implications
Hadjerrouit, Said
Interdisciplinary Journal of E-Learning and Learning Objects, v9 p29-49 2013
Due to the new possibilities they open up for collaborative writing in education, wikis have received much attention the last few years. As a result, teachers have used wikis to achieve various educational purposes, such as wikis for online courses, teacher evaluation, or class project. However, the novelty and popularity of a technology do not automatically imply its suitability in educational settings. To evaluate the pedagogical effectiveness of wiki-based collaborative writing, there is a need for a theoretical framework that focuses on three essential elements of wikis and their relationships: technology, content, and group work. The framework was used to assess students' perceptions of wiki-based collaborative writing. Even though the results achieved so far are not as satisfactory as expected, the framework provides a promising way of looking at collaborative writing activities in a wiki-based environment. Based, on the results, the article reports on pedagogical implications of using wikis as collaborative writing tools in teacher education.
Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-531-4925; Fax: 480-247-5724; e-mail: contactus@informingscience.org; Web site: http://www.informingscience.org/Journals/IJELL/Overview
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A