Wiki Laboratory Notebooks: Supporting Student Learning in Collaborative Inquiry-Based Laboratory Experiments

Lawrie, Gwendolyn; Grøndahl, Lisbeth; Boman, Simon; Andrews, Trish

doi:10.1007/s10956-016-9601-0

Cited by 22 publications

(19 citation statements)

References 29 publications

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“…Many groups also chose to discuss and formulate their wiki entries in the laboratory prior to independent editing. There was strong evidence that this platform had supported their development of effective cooperative and teamwork skills (Lawrie et al 2016).…”

Section: Communicationmentioning

confidence: 99%

“…The instructional design in this task intentionally aligned assessment of the intended learning outcomes with the learning activities and these were optimised prior to the development of the evaluation tool (Lawrie & Grøndahl 2015;Lawrie, Grøndahl, Boman, & Andrews 2016). This case study therefore illustrates an application of the tool to evidence key features of the assessment and how they align with CTLOs 3.5 and 4.1.…”

Section: Case Study 2 Supporting Collaborative Group Work In a Nanosmentioning

confidence: 99%

“…Scaffolding ( Figure 6) was introduced to develop students' skills and set expectations for their individual contributions to the group's wiki. The artefacts of this process were formally evaluated along with the effectiveness of different elements the task in supporting student learning (Lawrie et al 2016). Figure 6.…”

Section: Case Study 2 Supporting Collaborative Group Work In a Nanosmentioning

confidence: 99%

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Improving the Assessment of Transferable Skills in Chemistry Through Evaluation of Current Practice

Schultz

O'Brien

Schmid

et al. 2019

Research and Practice in Chemistry Education

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The development and assessment of transferable skills acquired by students, such as communication and teamwork, within undergraduate degrees is being increasingly emphasised. Many instructors have designed and implemented assessment tasks with the aim to provide students with opportunities to acquire and demonstrate these skills. We have now applied our previously published tool to evaluate whether assessment tasks allow students to demonstrate achievement of these transferable skills. The tool allows detailed evaluation of the alignment of any assessment item against the claimed set of learning outcomes. We present here two examples in which use of the tool provides evidence for the level of achievement of transferable skills and a further example of use of the tool to inform curriculum design and pedagogy, with the goal of increasing achievement of communication and teamwork bench marks. Implications for practice in assessment design for learning are presented.

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Section: Communicationmentioning

confidence: 99%

Section: Case Study 2 Supporting Collaborative Group Work In a Nanosmentioning

confidence: 99%

Section: Case Study 2 Supporting Collaborative Group Work In a Nanosmentioning

confidence: 99%

See 1 more Smart Citation

Improving the Assessment of Transferable Skills in Chemistry Through Evaluation of Current Practice

Schultz

O'Brien

Schmid

et al. 2019

Research and Practice in Chemistry Education

View full text Add to dashboard Cite

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“…Hoffmann (2008) studied the use of wikis as research and data collection tools. Recently, Lawrie et al (2016) reported on the effectiveness of a wiki notebook, in a chemistry inquiry laboratory toward supporting students' collaborative content creation as well as their learning and assessment. Hutchison and Colwell (2012) explored the use of a wiki as a tool to support an online professional learning community among induction and mentor teachers.…”

Section: Educational Approaches Of Wikismentioning

confidence: 99%

Students’ collaborative patterns in a wiki-authoring project

Jimoyiannis

Roussinos

2017

JARHE

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Purpose The purpose of this paper is to present a case study investigating students’ patterns of collaborative content creation in a wiki project that was designed to promote self-directed and collaborative learning in the context of a university course. In addition, it proposes a new organizational and analysis framework of students’ constructive and collaborative activities in wiki-authoring projects. Design/methodology/approach The key notion, around which the present conceptual and research framework was built, is that a wiki integrates a content space and a social (discussion) space both considered in collaborative manner. The analysis of student contributions to their wiki was organized along two dimensions: interaction and refection posts were analyzed using the framework of Community of Inquiry; content contributions to the wiki pages were classified into five categories: creating a new page, content expansion, content reorganization, content enrichment (with video, images or hyperlinks) and editing and grammatical corrections. Findings The analysis of the research data revealed important information that could help to depict an overall representation of individual interactions and contributions, students’ collaborative performance within wiki groups as well as the overall evolution of the wiki content. The findings showed that properly designed wiki projects can be effectively introduced in higher education with the aim to support students to improve their authoring and collaborative skills through critical thinking, peer interaction and reflection. Research limitations/implications The findings of this study are limited by the specific sample and the context of implementation. Future research will be directed to various educational contexts and to include in the analysis students’ experiences and learning outcomes of wiki-authoring activities. Practical implications The results provided supportive evidence that successful wiki-based projects in higher education depend on the way students’ individual and collaborative authoring contributions are interwoven. Effective wiki-based interventions should consider students’ learning as the outcome of both, individual and collaborative work, determined by self and peer reflection in wiki groups. Originality/value The originality and the significance of the present study are justified by the conceptual framework proposed which can guide both aspects of students’ learning presence within self-directed wiki-authoring projects, i.e. research and educational practice (design and monitoring).

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“…The impact on learners is unprecedented, given that in 2020, there were over 1500 million students worldwide, from elementary to high school, who could not attend their classrooms (UNESCO, 2020 ). The transition to online learning requires the acquisition of new learning skills, such as digital content creation, remote collaboration, and online communication (Asakle & Barak, 2020 ; Lawrie et al, 2016 ). Although technology can provide learning continuity when students cannot be physically present in schools, it is necessary to introduce online tools that support science education and the required curricular outcomes.…”

Section: Introductionmentioning

confidence: 99%

Location-Based Learning and Its Effect on Students’ Understanding of Newton’s Laws of Motion

Asakle

Barak

2022

J Sci Educ Technol

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Location -based learning refers to place-based education conducted online with the use of geographic information systems and mobile devices; with the shift to distance learning, its integration in science education warrants careful evaluation. The goal of this study was to examine the effect of location-based learning on students’ understanding of Newton’s laws of motion and to characterize the learning outcomes. The participants were 373 eighth-grade students, divided into two groups: control ( n = 167) — teacher-centered, textbook-oriented instruction — and experimental ( n = 206) — student-centered, location-based learning. The study applied a quasi-experimental research design, within a framework of a mixed-methods approach, in which data were collected through pre- and post-questionnaires and the analysis of students’ learning outcomes. The findings indicated a significant positive effect for the location-based learning approach on students’ ability to generate and answer science-related questions, provide reasoned explanations, and connect scientific topics to daily life. Significant relationships were indicated between students’ ability to generate questions and their ability to provide reasoned explanations. The study points to the importance of engaging students in location-based learning and in the process of generating science-related questions, information points on a digital map, and multimedia features.

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Wiki Laboratory Notebooks: Supporting Student Learning in Collaborative Inquiry-Based Laboratory Experiments

Cited by 22 publications

References 29 publications

Improving the Assessment of Transferable Skills in Chemistry Through Evaluation of Current Practice

Improving the Assessment of Transferable Skills in Chemistry Through Evaluation of Current Practice

Students’ collaborative patterns in a wiki-authoring project

Location-Based Learning and Its Effect on Students’ Understanding of Newton’s Laws of Motion

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