Author:
Said Hadjerrouit
Affiliation:
University of Agder, Norway
Keyword(s):
Action Category, Collaborative Learning, Collaborative Writing, MediaWiki, Taxonomy, Wiki.
Related
Ontology
Subjects/Areas/Topics:
Collaborative Learning
;
Computer-Supported Education
;
Information Technologies Supporting Learning
;
Social Context and Learning Environments
;
Web 2.0 and Social Computing for Learning and Knowledge Sharing
;
Web-Based Learning, Wikis and Blogs
Abstract:
Wikis have been reported as tools that promote collaborative writing in educational settings. Examples of wikis in teacher education are group projects, glossary creation, teacher evaluation, and document review. However, in spite of studies that report on successful stories, the claim that wikis support collaborative writing has not yet been firmly confirmed in real educational settings. Most studies are limited to participants’ subjective perceptions, and do not take into account influencing factors, or the relationships between wikis and the learning environment. In this paper, students’ collaborative writing activities over a period of three years are investigated using a taxonomy of action categories and the wiki data log that tracks all students’ actions. The paper analyses the level of contribution of each member of student groups, the types of actions that the groups carried out on the wikis, and the timing of contribution. The article also discusses personal and contextual f
actors that may influence collaborative writing activities in teacher education, and recommendations for students as well.
(More)