Exploiting the Use of Wikis to Support Collaborative Writing: A Case Study of an Undergraduate Computer Science Class

Abstract

Abstract. Use of wikis in education reflects a shift in the education paradigm from lecture and individual homework-based to a paradigm emphasizing student engagement and the construction of knowledge through collaboration and peer-help. Existing research work on the use of wiki in collaborative writing had given mixed results. The goals of this research are to investigate whether wiki supports learning of writing and argumentation skills, and whether the students are motivated to use it and see it as a useful learning tool. Our participants comprise ten senior undergraduate students of a Computer Science class, who engaged in collaborative writing using wiki for four weeks. Their contributions were graded by a designated TA. The grades assigned to both their final articles and individual contributions, and the wiki logs were analyzed to determine the quality and volume of their weekly contributions, while feedback was taken from them using questionnaire to sample their perception of the use of wiki in writing. Our results showed that the use of wiki is helpful in improving their writing skill. However, participants are not happy with the further use of wiki in their course work. Also, we found that they require extrinsic motivation, in form of feedback (grades) from the TA and acceptance of their contribution by their peers, to increase their participation in wiki writing.

Навыки Академической Письменной Речи Студентов После Внедрения Смешанного Обучения Используя Facebook

“…There is a lack between the student competencies and the learning strategy at certain learning subject. This problem is also revealed by researchers and educators in many disciplines, for example in medicine [21], mathematics [22], nursing [23], language [24], various strategies that make technology more challenging [19], collaborative [25], interactive [28], and improving attitude various strategies to nce structured workshop [26], writing retreat [30], metacognitive writing [31], collaborative writing [25], rater negotiation [32], and intensive intervention [23]. The aim of this research is to examine the effectiveness of blended mobile y using Facebook to improve student writing skill.…”

“…There is a lack between the student competencies and the learning learning subject. This problem is also revealed by researchers and educators in many disciplines, for example in medicine [21], mathematics [22], nursing [23], language [24], computer science [25], and sciences [26] [27]. They also used technology more challenging [19], collaborative [25], interactive [28], and improving attitude [22].…”

“…Beside using technology integration on learning, they also used improve student writing skill for insta metacognitive writing [31], collaborative writing [25], rater negotiation [32], and intensive intervention [23]. The aim of this research is to examine the effectiveness of blended mobile learning activity using Facebook to improve student writing skill.…”