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…
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.
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.
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.
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.
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.
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).
The purpose of this paper is to report on an investigation of university students' participation and learning presence in a blogging activity, designed to support…
The purpose of this paper is to report on an investigation of university students' participation and learning presence in a blogging activity, designed to support collaborative learning. There are three main reasons justifying the current research: to better understand the structure and the dynamics of students' blogging subgroups; to reveal students' patterns of engagement and their roles within the blogging community; and to evaluate the applicability of social network analysis (SNA) in studying students' performance and learning presence in educational blogs.
The design of students' blogging activities was rooted on the ideas of authentic learning and followed a project‐based learning philosophy. Data analysis used methods of SNA to reveal collaborative aspects of students' engagement, the different roles undertaken by the students and the structure of the community within group blogs.
SNA shed light into the different patterns of students' participation and the dynamics of students' learning presence within the community of group blogs. Research findings, both quantitative and qualitative, indicated that the majority of the students in the sample were generally active and exhibited learning presence actions within their group blog. Differences between students in the various groups were also recorded.
The study reported here is limited by the specific sample and the context of implementation. Future research will be directed towards applying the Community of Inquiry schema, in a way complimentary to SNA, to further analyse students' learning and cognitive presence in the community of the whole blogging project.
The originality of the paper concerns both the educational design of the blog‐based project activities and the use of SNA to reveal the different patterns of students' participation in educational blogging activities. Results could be of value for both educators and researchers in the field.