Wikis and the Proposed Benefits of Collaborative Communities on LearningBrittany A.Spring 2015

Presentation OutlineVan Dijck’s Key Points

60 Minutes Segment on Wikipedia’s Collaboration

Collaborative Learning TheoriesWikis and Collaborative Learning Research

[Methods, findings, implications, and relevance]

ConclusionQuestions/Discussion

Van Dijck’s Key Points

Jose van Dijck & WikipediaWikipedia as a collaborative environment:

unique, peer-produced systemGeneralists and experts collaborate on site

pages “we need both”

Guidelines for Contributors: Verifiability No Original Research Neutral Point of View (NPoV)

60 Minutes Segment: Understanding Wikipedia’s Collaborative Culture Described Nature of Wikipedia:

Collaborative community of translators, editors, fact-checkers

Experts and generalists Edits on Wikipedia in a Day:

100,000 people around the world Three times a second 12,000 times an hour

Taking Precautions: Vandalism detection bots Designated editors

Collaborative Learning Theories

Collaborative Learning TheoriesPrior cognitive psychology research details the

benefits of collaboration on learningLev Vygotsky’s Social Constructivism (1978)

Increased learning occurs in social environments and active collaboration

George Siemens’s Connectivism (2005) Importance of making connections, experiencing

diversity, and hearing varying opinions

Wikis and Collaborative

Learning Research

What is a Wiki? Online collaboration tool Often used in educational

environments Allows users contribute,

edit, and delete site information

All changes are tracked on page history

Wiki and Threaded Discussion for Online Collaborative Activities: Students’ Perceptions and Use Authors:

Andri Ioannou and Anthony R. Artino

Journal: Published in the Journal of Emerging Technologies

in Web Intelligence in 2009

Research Question: Investigate how online tools such as Wiki support

or promote collaborative learning

MethodsPopulation:

15 graduate students enrolled in Education Technology program Enrolled in a learning theory online course and used Wiki for

group activities All students were K-12 teachers 80% had 1-5 years teaching experience 20% had more than 6 years experience

Wiki Use: 1 week of online class time dedicated to using the Wiki Warm-up activity: creating personal biography on site Group activity: Collaborating in groups of 3-4 in response to

class prompt

MethodsMeasurement:

After use of Wiki site, students were surveyed Asked to evaluate their experience: Perceived learning, communication and reflection,

and satisfaction with the learning experience, and frustration with technology

Variables often associated with collaborative learning studies

FindingsMain Findings:

Perceived Learning Other posters’ ideas provided insight into topic

(supports CL theories) Wiki was easy to use Facilitated collaboration Participants enjoyed seeing others' edits and hearing

other opinions

Drawbacks: Users felt slightly “uncomfortable” or hesitant to

edit/delete another users’ post Afraid of offending others

LimitationsSelf-report methodShort study (only one week)Control group

There was no offline group for comparison

Focused on perceptions of the platform Collaborative learning theory results come from

outside observers

Why Wikis? Student Perceptions of Using Wikis in Online CourseworkAuthors:

Faye Deters, Kristen Cuthrell, and Joy Stapleton

Journal: Published in the MERLOT Journal of Online

Learning and Teaching in 2010

Research Question: How do students perceive online platforms such as

Wikis? Do they find these tools promote collaboration?

Methods Population:

40 graduate students enrolled in a graduate distance education course for teachers

Large Southeastern College of Education

Wiki Use: Case study 5 weeks during summer session Participants worked together in small groups to research

information (on assigned topic) and create Wiki entries Participants created, revised, edit, responded to all

entries

MethodsMeasurement:

After the 5 week session, data was collected via surveys and written reflections

Surveys used a mix of Likert-scale and open-ended questions regarding: perception of Wikis to complete assignments Comfort with Wikis Effectiveness of Wikis Potential uses of the platform (in education)

FindingsOverall positive perceptions of WikisStudents reported benefits to the use of Wikis

including: Collaborative problem solving (24/37 strongly

agree) Teaching (28/37 strongly agree) Learning (28/37 strongly agree) Facilitating group learning (30/37 strongly agree) Fostering experimental learning (30/37 strongly

agree) Easy to use (20/37 strongly agree)

LimitationsSelf-report methodParticipants were already comfortable with online

institutional systems before the study (35/37) Although only 13 participants had used Wiki, the

others had used some type of collaborative online platform

How would results have differed if participants needed to learn the basics?

Focused on perceptions of the platform Collaborative learning theory results come from

outside observers

Summary and Implications for Future Research

Summary and ImplicationsCollaborative research environments have

been argued to promote learningWikis seen as online collaborative toolsStudies show Wikis as a useful tool for

collaboration and learningResearch studies support Collaborative

Learning theories (Siemen and Vygotsky)

Discussion Questions

Discussion QuestionsWhat are your thoughts on collaborative

networks and learning environments?Do you believe collaborative environments are

always beneficial or do they have their shortcomings?

Can you think of any similar platforms (such as wikis) that promote collaboration?

References Augar, N., Raitman, R. & Zhou, W. (2004). Teaching and learning

online with wikis. In R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds), Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference (pp. 95-104). Perth, 5-8 December.

Deters, F. Cuthrell, K., & Stapleton, J. (2010). Why Wikis? Student Perceptions of Using Wikis in Online Coursework. MERLOT Journal of Online Learning and Teaching, 6(1).

Ioannou, A. and Artino, A. (2009). Wiki and Threaded Discussion for Online Collaborative Activities:  Students’ Perceptions and Use. Journal of Emerging Technologies in Web Intelligence, 1(1), 97-106.

Siemens, G. (2005). Connectivism: Learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1).

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.