Place of Wikis in Learning and Teaching Process

Gökçearslan, Şahin; Özcan, Seher

doi:10.1016/j.sbspro.2011.11.092

Cited by 16 publications

(11 citation statements)

References 6 publications

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“…The results showed that the students were positive in using the wiki which was developed in English. According to Gokcearslan and Ozcan (2011), a wiki can help collaborative learning by using computers. He believes that the task in a group work has to make students work together which can help them enhance the process of memorization and thought.…”

Section: What Is a Wiki?mentioning

confidence: 99%

Wiki, a New Wave of Innovation for Teaching and Collaborative Learning

2015

IJELS

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Educational technology is a dynamic major which is ever developing. In the past, educational technology was one dimensional, but nowadays it has become multi-dimensional, flexible and learner-centered. A revolution has happened in teaching methods from the perspective of web. Novel technologies in web and new role of users' have led to the appearance of application programs on the basis of collaborative and social intelligence. Users have active participation, exploit their own beliefs, make the target concept, edit it and participate there. The most important feature of this kind of media is users' ability to participate in its content production. Users can exploit wikis in the process of educational technology. A wiki is a social medium which enables users to produce and edit constantly in an HTML environment. The aim of this article is to introduce wikis as educational and training tools. The degree to which these obstacles affect ICT users and institutes can support decision-making on how to equip them is discussed.

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Section: What Is a Wiki?mentioning

confidence: 99%

Wiki, a New Wave of Innovation for Teaching and Collaborative Learning

2015

IJELS

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“…The flexible structure of wikis in particular offers a new format for collaboration (Duffy and Bruns 2006). A number of studies have investigated the impact of wiki use upon student collaboration during group work in higher education (Clougherty and Wells 2008;Duffy and Bruns 2006;Gokcearslan and Ozcan 2011;Morley 2012). More specifically, wiki use has been found to both improve the efficiency of group work (Clougherty and Wells 2008;Minocha and Thomas 2007) and the quality of interactions between students in a group (Kuteeva 2011).…”

Section: Previous Research On the Use Of Wikis In Further And Higher mentioning

confidence: 99%

Students’ engagement with a collaborative wiki tool predicts enhanced written exam performance

Stafford

Elgueta

Cameron

2014

Research in Learning Technology

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We introduced voluntary wiki-based exercises to a long-running cognitive psychology course, part of the core curriculum for an undergraduate degree in psychology. Over 2 yearly cohorts, students who used the wiki more also scored higher on the final written exam. Using regression analysis, it is possible to account for students' tendency to score well on other psychology exams, thus statistically removing some obvious candidate third factors, such as general talent or enthusiasm for psychology, which might drive this correlation. Such an analysis shows that both high-and low-grading students who used the wiki got higher scores on the final exam, with engaged wiki users scoring an average of an extra 5 percentage points. We offer an interpretation of the mechanisms of action in terms of the psychological literature on learning and memory.

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“…Teachers should make sure that the wikis are accessed only by the group members (Gokcearslan & Ozcan, 2011;MacArthur & Karchmer-Klein, 2010). If the wikis are made public from the very beginning, any online user can enter the page and make changes.…”

Section: Wikismentioning

confidence: 99%

Interactive Web 2.0 Technology in L2 Writing Classrooms

Safieddine¹

2014

jtte

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The aim of this paper is to review current research on the use of web 2.0 interactive tools in second language (L2) writing classrooms. Research shows that web 2.0 interactive tools are starting to find their way into almost all pedagogical practices in L2 classrooms, especially writing. This review discusses how wikis, blogs, social bookmarking, micro-blogging, and social networking are recognized as interactive tools that help L2 learners in collaboratively developing their various writing assignments. The review also indicates that regardless of their important role in writing classrooms, these interactive tools might have serious drawbacks that require teachers' attention to ensure that they are not negatively interfering with the learning and teaching process. Finally, this review highlights important issues that teachers need to consider if they plan to use web 2.0 tools in their classrooms.Net generation students have grown up with technology dominating every aspect of their lives. Computers, Internet, iPads, and smart phones are some technological devices that are necessities for these students. Technology is woven into their lives. These students will start their day by sending messages greeting their friends, replying to emails, downloading their assignments and lectures, posting comments on their Facebook walls, tweeting, and sending their assignments through emails or posting them on the blackboard system. Briefly, these students are net savvy and digitally literate. As Warschauer and Grimes (2007) point out, "[m]illions of people now interact through blogs, collaborate through wikis, play multiplayer games, publish podcasts and video, build relationships through social network sites, and evaluate all the above forms of communication through feedback and ranking mechanisms" (p. 1). For a long time, technology has been integrated into classrooms to aid students in learning. Overhead projectors, LCDS, interactive boards, and computers have been used by several teachers to illustrate and explain new concepts. However, implementing technology in classrooms these days is taking a different angle. Being in a highly technologically based economy and dealing with savvy net users, teachers are now concerned with interactive technological tools, the computer applications and social media that require learners to be active readers and writers.Wikis, blogs, micro-blogging, social bookmarking, and social networking (Facebook), or what is referred to as web 2.0, are some of the interactive or social media Internet technologies that are finding their ways into pedagogical practices in L2 writing classrooms. Several teachers have begun to experiment with the use of these tools in their writing classrooms. MacArthur and Karchmer-Klein (2010) mention that these tools "facilitate interaction, collaboration, and sharing online" (p. 46). I believe that one of the dispositions required from the net generation students is the ability to work in a team. Besides, since writing is a means of communication that requires a commo...

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Place of Wikis in Learning and Teaching Process

Cited by 16 publications

References 6 publications

Wiki, a New Wave of Innovation for Teaching and Collaborative Learning

Wiki, a New Wave of Innovation for Teaching and Collaborative Learning

Students’ engagement with a collaborative wiki tool predicts enhanced written exam performance

Interactive Web 2.0 Technology in L2 Writing Classrooms

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