Pedagogical Significance of Wikis: Towards Gaining Effective Learning Outcomes

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Autor/inn/en	Hewege, Chandana Rathnasiri; Perera, Liyanage Chamila Roshani
Titel	Pedagogical Significance of Wikis: Towards Gaining Effective Learning Outcomes
Quelle	In: Journal of International Education in Business, 6 (2013) 1, S.51-70 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-469X
DOI	10.1108/18363261311314953
Schlagwörter	Foreign Countries; College Students; Collaborative Writing; Editing; Web Sites; Technology Uses in Education; Alignment (Education); Web 2.0 Technologies; Curriculum Design; Integrated Curriculum; Instructional Effectiveness; Learning Activities; Learner Engagement; Critical Path Method; Research Methodology; Qualitative Research; Outcomes of Education; Non English Speaking; Student Attitudes; Assignments; Australia + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Redaktion; Textbearbeitung; Web-Design; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrplangestaltung; Unterrichtserfolg; Lernaktivität; Research method; Forschungsmethode; Qualitative Forschung; Lernleistung; Schulerfolg; Schülerverhalten; Assignment; Auftrag; Zuweisung; Australien
Abstract	Purpose: The purpose of this paper is to explore the effectiveness and pedagogical implications of integrating wikis into the curriculum and the subsequent learning outcomes of a group of Net-Gens who enrolled in an International Marketing course. The research problem of the study is: "What are the learning outcomes and pedagogical implications arising from the use of wikis?" Design/methodology/approach: A qualitative research methodology supported by the Nvivo data analysis software was employed. A triangulated approach to collecting data was used. First, the content of the three student-generated wikis and the written text of 30 student assignments were analysed by using Nvivo software to identify emerging themes pertaining to wiki-based learning outcomes. Second, a critical incident method was employed where students were asked to describe two positive experiences and two negative experiences related to the wiki pedagogy. Third, in-depth interviews were conducted with six members of the teaching panel of the course to further understand the pedagogical implications of wikis. Findings: Consistent with previous studies, it was found that wikis promoted collaborative learning, organic discussions and independent thinking. Against previous studies, however, it was found that students adapted to wiki-based pedagogy very well, and with little difficulty. There were differential levels of student engagement in wikis, and that occasionally wikis resulted in stagnated discussions, unless clearly aligned to the curriculum. Practical implications: A well thought-out alignment of wiki assessments with other learning activities has the potential to engage Net-Gens. In order to keep students enthusiastically engaged in wiki discussions, it is important to embed wiki-based activities into other learning activities. Understanding that there is a "spill over" effect from one learning activity to another is important. Social implications: The outcomes were especially beneficial to non-English speaking background (NESB) students who are often inhibited in their responses in typical classroom settings. Originality/value: While research has focussed on the use and functionality of wikis in curriculum design, there is a paucity of work on their pedagogical implications. This paper look sat the implications of a "wiki-based pedagogy" which assumes an "emancipatory", partially-"constructivist" paradigm of learning, where teachers should be ready to "loosen the controls of the conventional teaching-centred learning environment". (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10