The Effects of Using a Wiki on Student Engagement and Learning of Report Writing Skills in a University Statistics Course

Autor/inn/en	Neumann, David L.; Hood, Michelle
Titel	The Effects of Using a Wiki on Student Engagement and Learning of Report Writing Skills in a University Statistics Course
Quelle	In: Australasian Journal of Educational Technology, 25 (2009) 3, S.382-398 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Feedback (Response); Technical Writing; Writing Skills; Learner Engagement; Statistics; Mathematics Instruction; Introductory Courses; Cooperative Learning; Research Reports; Instructional Effectiveness; Educational Technology; Technology Integration; Computer Uses in Education; Web Sites; Electronic Publishing; Access to Computers; Teaching Methods; College Instruction; College Students; Foreign Countries; Blended Learning; Content Area Writing; Australia + Suchen Sie Ihr Suchwort? Technical documentation; Technische Dokumentation; Writing skill; Schreibfertigkeit; Statistik; Mathematics lessons; Mathematikunterricht; Einführungskurs; Kooperatives Lernen; Research report; Forschungsbericht; Unterrichtserfolg; Unterrichtsmedien; Computernutzung; Web-Design; Elektronisches Publizieren; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschullehre; Collegestudent; Ausland; Schriftliche Übung; Australien
Abstract	A wiki was used as part of a blended learning approach to promote collaborative learning among students in a first year university statistics class. One group of students analysed a data set and communicated the results by jointly writing a practice report using a wiki. A second group analysed the same data but communicated the results in a practice report that they wrote individually. Both groups were taught the same material. The report was used for practice as a way to support student learning and was not submitted for assessment. Both approaches improved report writing knowledge and did not differ in the mark obtained on an individually written research report subsequently submitted for assessment. The wiki approach produced higher engagement with other students, cognitive engagement, and class attendance than the individual approach. Qualitative feedback suggested some drawbacks to using a wiki. Overall participation was also low with only 2 of the 22 wiki subgroups completing all components of the practice report. The present findings suggest that student engagement, but not performance on assessment, may be enhanced when a wiki is used to support learning in higher education. (Contains 3 tables and 1 figure.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10