Matching the Affordances of Wikis to Collaborative Learning: A Case Study of IT Project Students

Kuswara, Andreas; Richards, Deborah

doi:10.1109/hicss.2011.301

Cited by 2 publications

(3 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This will allow these learners to use wikis to their full potential in the writing process. Wikis are known to provide communication, file sharing and sense-making affordances (Kuswara & Richards, 2011). The study by Kuswara and Richards (2011) indicates the lack of ability among students to perceive the affordance of the tool in facilitating collaborative activity meaningfully.…”

Section: Discussionmentioning

confidence: 99%

“…Wikis are known to provide communication, file sharing and sense-making affordances (Kuswara & Richards, 2011). The study by Kuswara and Richards (2011) indicates the lack of ability among students to perceive the affordance of the tool in facilitating collaborative activity meaningfully. They found that students mainly used wikis for communicating and sharing of resources among peers rather than for creating new information or knowledge in the interaction (sense-making).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Attitudinal Factors Affecting Wiki Group Collaboration for English Writing

Chen

Chuah

Tho

et al. 2015

European Journal of Open, Distance and E-Learning

View full text Add to dashboard Cite

Wikis, being one of the popular Web 2.0 tools, have impacted students' engagement and performance particularly in the aspects of second and foreign language learning. While an increasing number of studies have focused on the effectiveness of wiki in improving students' writing skills, this study was conducted to examine the attitudinal factors that influence English as a Second Language (ESL) students' group collaboration in using wikis for a writing task that was divided into three phases: pre-writing, individual-construction, joint-constructions. Data collected from these students after completing this task was analyzed based on three attitudinal aspects: motivation, perceived usefulness, and perceived ease of use. The findings reveal high mean scores for all aspects. Further multiple regression analysis reveals that motivation is the most important factor associated with group collaboration, indicating the need to boost students' motivation to encourage effective collaboration in completing wiki writing tasks.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Attitudinal Factors Affecting Wiki Group Collaboration for English Writing

Chen

Chuah

Tho

et al. 2015

European Journal of Open, Distance and E-Learning

View full text Add to dashboard Cite

show abstract

“…A growing body of research acknowledges the potential of Web 2.0 technologies for enhancing the teaching and the learning experiences of students and staff in higher education (Birney, Barry, & Ó hÉigeartaigh, 2006). There is, however, only minimal consensus about how such technologies relate to specific learning theories and pedagogies such as inquiry-based learning (IBL) (Smith, n.d.), activity theory (Kuswara, Cram, & Richards, 2008) and Laurillard's conversational framework theory (Birney et al, 2006). It has been suggested that the researchlike activities that are common in IBL and active learning have the potential to impact positively on students' disciplinary knowledge, transferrable skills, disposition towards lifelong learning and capacity for 'self-authorship' (Brew, 2006;Hodge Haynes, Lepore, Pasquesi, & Hirsh, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

Social Bookmarking Pedagogies in Higher Education: A Comparative Study

Taha

Wood

Cox

2014

International Journal of Information Systems in the Service Sector

View full text Add to dashboard Cite

This paper compares two projects that adopted social bookmarking (SB) technology in different educational contexts at the same institution, a large, research-intensive university in the north of England. The first study used social bookmarking in a multicultural postgraduate class to increase interactivity within the whole class and to produce an archive of course-related online resources to engage potentially isolated students. The second study used social bookmarking to support first year undergraduate students' independent research activities, to facilitate collaboration and to aid the tutor's preparation for seminar classes. The paper provides an outline of the two studies, including a description of the pedagogic approaches adopted in them, developments in the pedagogy over time and evaluative and usage data that were collected. The discussion focuses on five main issues: SB literacy; SB benefits; SB costs and risks; SB pedagogy; and SB alternatives.

show abstract

Matching the Affordances of Wikis to Collaborative Learning: A Case Study of IT Project Students

Cited by 2 publications

References 22 publications

Attitudinal Factors Affecting Wiki Group Collaboration for English Writing

Attitudinal Factors Affecting Wiki Group Collaboration for English Writing

Social Bookmarking Pedagogies in Higher Education: A Comparative Study

Contact Info

Product

Resources

About