Infrastructure and Wiki Pedagogy: A Multi-Case Study

Sura, Thomas

doi:10.1016/j.compcom.2015.06.002

Cited by 12 publications

(5 citation statements)

References 13 publications

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“…The final assignment required students to write a new 500-700-word article or expand an existing Wikipedia article by 500-700 words. Because student success with new media projects is often tied to how central and embedded the project is in the course (Sura, 2015), I introduced the project the first week of class and spent the first half of the semester focusing much of our class time on the development of the project. The following describes its five stages, which may be expanded or condensed to meet the demands of various courses.…”

Section: Overview Of Writing For Wikipedia Projectmentioning

confidence: 99%

Chapter 13. Literacy, Praxis and Participation in Environmental Deliberation

George

2018

Composing Feminist Interventions: Activism, Engagement, Praxis

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Section: Overview Of Writing For Wikipedia Projectmentioning

confidence: 99%

Chapter 13. Literacy, Praxis and Participation in Environmental Deliberation

George

2018

Composing Feminist Interventions: Activism, Engagement, Praxis

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“…A final benefit reported by both instructors and learners was the acquisition of new skills and the blurring of roles that working in a wiki engendered. Findings described how collaborative writing in a wiki seemed to heighten learners' awareness of the target reader (Kuteeva 2011) and improve learners' digital literacy skills (Muñoz 2015, andSura 2015). Writing articles for an e-journal in a wiki provided the opportunity for students to become published, peerreviewed authors as undergraduates, promoting a sense of personal and professional accomplishment.…”

Section: New Skillsmentioning

confidence: 99%

“…When first using wikis as part of a course, both instructors and learners may find that they spend more time than they would have spent on more traditional, paper-based writing activities. Firstly, increased workload was reported for instructors (Sura 2015) in part because they were required to log into the learning management system (LMS) or into the standalone wiki application to monitor individual or group progress, whereas progress from traditional group work activities taking place outside a class was not directly monitored by the instructor. Kear, Donelan and Williams (2014), who praised the wiki feature that gives instructors the ability to see each student's contribution, likewise stated that it took more time on the instructor's part to go in and monitor student activity in the wiki, which constituted a disadvantage of its use.…”

Section: Increased Workloadmentioning

confidence: 99%

“…Similarly, participants in Dishaw et al's (2011) study opted to complete their collaborative work by writing exclusively in word processing documents and using email to share versions with the group, thereby circumventing any collaboration in the wiki. Generally, familiarity with the editing features available in many word processing applications seemed to underscore the lack of an equivalent set of features available in the wiki tool, which led to perceptions that the wiki tool was not useful for writing (Kear, Donelan andWilliams 2014, andDishaw et al 2011) or that use of a wiki actually impeded learning (Sura 2015). In a strong cautionary statement on wiki use, Allwardt (2011) concluded that 'the technology [of the wiki] seemed to overshadow student learning' (602).…”

Section: Limited Editing Featuresmentioning

confidence: 99%

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Building Up to Collaboration: Evidence on Using Wikis to Scaffold Academic Writing

Stetson-Tiligadas

2016

JOAW

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Use of a wiki tool as a space for collaborative writing may be an effective way to expand the practice of academic writing, where working in groups to produce a collective text is a common occurrence in higher education. Evidence suggests wikis to be flexible tools which may improve collaboration and provide students with new skills. However, some research has shown that collaboration in wikis may be superficial and that their use may lead to increased workload for students and instructors. Because a great deal of academic writing is accomplished in groups, helping students build their collaborative writing skills is an important academic writing endeavor. This article provides evidence revealing both the potential of wikis to foster collaborative writing and important factors to consider before incorporating a wiki into an academic writing course. Scaffolding tasks to build up to cooperative group writing and introducing new ideas regarding text ownership can make wikis an effective space to practice academic writing. Weighing the evidence provided in this article may help instructors determine whether incorporating a wiki in their own context could constitute an additional space for students to develop their academic writing skills.

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“…Many studies have highlighted the effect of Blackboard on writing outcomes, 12,35,36 peer interaction, 37,38 peer feedback, 39,40 and learning motivation. 12,41,42 This study compared two learning strategies, traditional learning in a classroom and online learning via Blackboard, and examined students' final scores to determine whether the different strategies were associated with differing results.…”

Section: Introductionmentioning

confidence: 99%

The new educational paradigm in the COVID-19 era: Can Blackboard replace physical teaching in EFL writing classrooms?

Aljafen

2022

F1000Res

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Background: Many changes are evident in classrooms in the COVID-19 times, but the most drastic perhaps has been the scramble to find substitutes for physical classrooms, a truly solemn challenge for the foreign language learning paradigm. In the meantime, many customized learning apps came to the educationists’ rescue: Blackboard being one of them. This study endeavors to investigate the effectiveness of Blackboard as an alternative to face-to-face writing instruction during the COVID-19 crisis and in the following period of precautionary distancing and other norms. Methods: The study used the final grades of Saudi male and female EFL undergraduates across two terms and with the Blackboard and face-to-face approaches in three compulsory English writing courses, and statistical tests were conducted on them. Results: The findings showed that female students (M=83.24, Std= 10.627) significantly outperform the male students (M=73.62, Std=16.011) in the final writing test (P=. 000). Furthermore, in face-to-face teaching (M=84.34, Std=10.752) was more statistically effective than when using Blackboard (M=75.65, Std=14.545) with the Sig value scored (P=. 000). Findings also showed that third level scored higher than the second and the first in writing (83.83, 78.17, 77.89) respectively. All the differences were significant (P=. 000). Conclusion: The implications of the study have a major bearing on curriculum and pedagogy planning for the coming times which may see more comebacks of the COVID-19 variants and warrant innovative teaching-learning tools and methods.

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Infrastructure and Wiki Pedagogy: A Multi-Case Study

Cited by 12 publications

References 13 publications

Chapter 13. Literacy, Praxis and Participation in Environmental Deliberation

Chapter 13. Literacy, Praxis and Participation in Environmental Deliberation

Building Up to Collaboration: Evidence on Using Wikis to Scaffold Academic Writing

The new educational paradigm in the COVID-19 era: Can Blackboard replace physical teaching in EFL writing classrooms?

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