Using wikis to develop student teachers' learning, teaching, and assessment capabilities

Lai, Yiu Chi; Ng, Eugenia M. W.

doi:10.1016/j.iheduc.2010.06.001

Cited by 72 publications

(53 citation statements)

References 18 publications

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“…This is particularly relevant for OAoL due to its technological context. Literature shows that the more technological mediation, the greater the presence of peer and self-assessment, which becomes a very interesting subject for instructional and assessment designers of blended, elearning, or even MOOC learning experiences (Barry, 2012;Budimac, Putnik, Ivanović, Bothe, & Schuetzler, 2011;Chang, Tseng, & Lou, 2012;De Grez, Valcke, & Roozen, 2012;Gielen, Dochy, & Onghena, 2011;Lai & Ng, 2011;Shih, 2011).…”

Section: Assessment Proceduresmentioning

confidence: 99%

Open Assessment of Learning: A Meta-Synthesis

Laverde

Pinto

Arias

2016

IRRODL

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Open Assessment of Learning (OAoL) is an emerging educational concept derived from the incorporation of Information and Communication Technologies (ICT) to education and is related with the Open Education Movement. In order to improve understanding of OAoL a literature review was conducted as a meta-synthesis of 100 studies on ICT-based assessment published from 1995 to 2015, selected from well-established peer-reviewed databases. The purpose of this study focused on identifying the common topics between ICT-based assessment and OAoL which is considered as an Open Educational Practice.The review showed that extensive use of the Internet makes it easy to achieve some special features of OAoL as collaboration or sharing, which are considered negative or inconvenient in traditional assessment but at the same time become elements that promote innovation on that topic. It was also found that there is still a great resistance to accept change (as OAoL does) when structural elements of traditional assessment are questioned or challenged.

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Section: Assessment Proceduresmentioning

confidence: 99%

Open Assessment of Learning: A Meta-Synthesis

Laverde

Pinto

Arias

2016

IRRODL

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“…A significant amount of research has been done on how individual learning and knowledge construction processes can be backed by computer-supported collaborative environments like online discussion forums, blogs or wikis (Ioannou et al, 2015;Lai and Ng, 2011;Mayordomo and Onrubia, 2015). Scardamalia and Bereiter (2003) distinguished knowledge construction from individual learning.…”

Section: Knowledge Building and Co-evolutionmentioning

confidence: 99%

Controversy awareness on evidence-led discussions as guidance for students in wiki-based learning

Heimbuch

Bodemer

2017

The Internet and Higher Education

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Wikis mainly distribute user-generated content over the article and its corresponding talk page. While educational research provides article-related suggestions for learner's support, research has rarely analysed the potentials of supporting learning-related processes at the talk page level. With the presented experiment, we address this issue by investigating effects of visual controversy awareness information on content-related discussion threads. Such information can induce socio-cognitive conflicts which research assumes to be beneficial for learning, particularly when contradictory evidence leads wiki discussions. We investigated how controversy awareness highlighting as implicit guidance directs students' (N = 81) navigation and learning processes as wells as their internalized knowledge representations. Results indicate that the implementation of controversy awareness representations helped students to focus on selecting meaningful discussion threads. Our findings suggest that wiki talk page users can benefit from additional structuring aids and increase their learning outcome when being aware of occurring controversies.

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“…The proposition of a "classroom without walls" is commonly associated with e-learning, online education and virtual delivery of that education (Lai & Ng, 2011;Raffaghelli & Richieri, 2010). The aspirations attendant on this proposition were encapsulated in the statement that "The socalled 'classroom without walls' may soon become the classroom without boundaries that supports continuous learning on demand as we exchange skills for access, knowledge for acquisition, and experience for relationships" (Atkinson, 2009, p. 31).…”

Section: Online Learning Designs and Interactionsmentioning

confidence: 99%

Reflections on online learning designs and cross-institutional research collaborations: Revisiting “classrooms without walls” in two Australian universities

Rossi

Rensburg

Clark

et al. 2015

JLD

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The article on which this paper reflects presented elements of a research project investigating learning interactions in online courses at two Australian universities. This paper revisits that earlier account of researching "classrooms without walls" by distilling and updating the authors' propositions and by examining these propositions' potential wider applicability. The twin foci of this examination relate to effective online learning designs and innovative cross-institutional research collaborations.In celebration of the 10 th anniversary of the Journal of Learning Design's first issue, this contribution offers reflections on an earlier article in the journal (Rossi et al., 2012). That earlier publication presented selected elements of a cross-institutional research project that analysed specific types of learning interactions in five online courses at CQUniversity and the University of Southern Queensland, Australia (for a comprehensive overview, please see the project report (Rossi, van Rensburg, Beer, Clark, Danaher, & Harreveld, 2013)). Three years after the publication of that article, it is timely to reconsider the article and the project to which it referred. Taking our cue from "What makes a good reflective paper?" (Walling, Shapiro, & Ast, 2013), after a summary of the earlier article, we cluster our revisiting of the "classroom without walls" notion that framed the special theme issue in which the article appeared around two themes: The earlier article (Rossi, et al., 2012) offered a preliminary report in respect of a research project that utilised social software and Web 2.0 technologies to explore online learning designs and interactions across five courses offered by two Australian universities. The authors acknowledged that online learning environments constituted a contemporary characteristic within Australian universities. These educational contexts were described as "classrooms without walls" and the authors contended that the effectiveness of these learning environments were dependent upon the quality of the interactions that they fostered. The authors emphasised the importance of rigorous research to ensure that these learning innovations delivered enhanced and sustained learning outcomes. The researchers also analysed the utility of the social software and Web 2.0 technologies that had been deployed to facilitate their collaborative research. Attention was drawn to certain constraints and tensions attendant on within-and cross-organisational learning, teaching and research activities, and the article recorded evidence of innovation in the investigation of both online learning designs and the research project developed to evaluate the effectiveness and impact of those designs.The issue of the requirements for effective online learning designs is even more significant than it was three years ago (Casey & Wells, 2015). Educational institutions are increasingly seeking to balance pressures to accept more students into programs with the need to maximise the quality of the learning experiences ...

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Using wikis to develop student teachers' learning, teaching, and assessment capabilities

Cited by 72 publications

References 18 publications

Open Assessment of Learning: A Meta-Synthesis

Open Assessment of Learning: A Meta-Synthesis

Controversy awareness on evidence-led discussions as guidance for students in wiki-based learning

Reflections on online learning designs and cross-institutional research collaborations: Revisiting “classrooms without walls” in two Australian universities

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