Search results
1 – 10 of over 1000Michael J.D. Sutton and Afsaneh Hazeri
This literature review explores the academic material comprising applications, cases, courses, and classroom-based research in higher education where wiki tools appeared as an…
Abstract
This literature review explores the academic material comprising applications, cases, courses, and classroom-based research in higher education where wiki tools appeared as an instructional technology. The authors define and describe the wiki concept, outlining a framework for wikis deployed as instructional technology tools. Additionally, analyses and syntheses of the findings are described from an interdisciplinary research literature search across many fields, along with a number of illustrative, exemplary cases demonstrating the application of this tool to teaching and learning. The authors also identify research evidence that outlines the benefits and strengths offered by new wiki technologies, while highlighting challenges, weaknesses, and issues encompassing their application in courses. The authors also outline numerous theories of learning that can be associated with wiki work; new forms of wiki-based learning; patterns of wiki technology use; characteristics of learners using wikis; and the changing role of teaching and teachers who instruct with wikis. Finally, we conclude with a summary of the findings and suggested future directions for studying wikis in higher education (HE). Although no broad, definitive prognosis yet exists that can point to a cause–effect relationship between the application of wikis and increases in learning, a significant body of evidence has emerged that suggests that wikis positively stimulate the learning environment and increase the collaborative capabilities of learners when applied to course work.
Details
Keywords
This paper aims to provide an overall picture of the application of Web 2.0 technologies in Australasian university libraries. The focus of the research was what types of Web 2.0…
Abstract
Purpose
This paper aims to provide an overall picture of the application of Web 2.0 technologies in Australasian university libraries. The focus of the research was what types of Web 2.0 technologies were applied in such libraries as well as their purposes and features.
Design/methodology/approach
Content analysis was used in terms of quantitative approach. A checklist as the main research instrument was developed based on other checklists and questionnaires, and synthesized ideas from literature. Data were collected by accessing all Australasian university library web sites within two weeks. Then, Microsoft Excel was utilized as a main tool to synthesize and analyze data, and present results.
Findings
At least two‐thirds of Australasian university libraries deployed one or more Web 2.0 technologies. Only four Web 2.0 technologies were used for specific purposes and with some basic features. The general Web 2.0 application indexes were still low as the mean application index was 12 points and the highest index was 37 points (out of 100).
Research limitations/implications
A combination of content analysis with survey and/or interview may enable future researchers to analyze other aspects (e.g. the application of internal wikis or the use of instant messaging for reference services) of Web 2.0 that a single method of content analysis could not gain.
Originality/value
This unique study explores the application of Web 2.0 in a wide scope including any Australasian university libraries that deployed any types of Web 2.0 technologies. This study is useful for Australasian university libraries in evaluating/deploying Web 2.0. Library managers, librarians and other university libraries may also find this helpful once they want to implement such technologies in their libraries.
Details
Keywords
This chapter provides a comprehensive review of research and developments relating to the use of Web 2.0 technologies in education. As opposed to early educational uses of the…
Abstract
This chapter provides a comprehensive review of research and developments relating to the use of Web 2.0 technologies in education. As opposed to early educational uses of the Internet involving publication of static information on web pages, Web 2.0 tools offer a host of opportunities for educators to provide more interactive, collaborative, and creative online learning experiences for students. The chapter starts by defining Web 2.0 tools in terms of their ability to facilitate online creation, editing, and sharing of web content. A typology of Web 2.0 technologies is presented to illustrate the wide variety of tools at teachers’ disposal. Educational uses of Web 2.0 technologies such as wikis, blogs, and microblogging are explored, in order to showcase the variety of designs that can be utilized. Based on a review of the research literature the educational benefits of using Web 2.0 technologies are outlined, including their ability to facilitate communication, collaborative knowledge building, student-centered activity, and vicarious learning. Similarly, issues surrounding the use of Web 2.0 tools are distilled from the literature and discussed, such as the possibility of technical problems, collaboration difficulties, and plagiarism. Two case studies involving the use Web 2.0 tools to support personalized learning and small group collaboration are detailed to exemplify design possibilities in greater detail. Finally, design recommendations for learning and teaching using Web 2.0 are presented, again based on findings from the research literature.
Helen S. Du, Sam K.W. Chu, Randolph C.H. Chan and Wei He
The purpose of this paper is to investigate the process and interaction among group members using wikis to produce collaborative writing (CW) projects, and to compare their…
Abstract
Purpose
The purpose of this paper is to investigate the process and interaction among group members using wikis to produce collaborative writing (CW) projects, and to compare their collaborative behavior among students at different levels of education.
Design/methodology/approach
The study investigated the participation and collaboration of Hong Kong primary school, secondary school, and university students in the process of developing their wiki-based CW projects. Both qualitative and quantitative data were obtained from analyzing the revision histories and the content of wiki pages.
Findings
Results indicated that the level of education significantly affected student CW actions, and their interaction and coordination behavior to co-construct the work. Also, the frequency of collaborative activities varied noticeably among the primary, secondary, and university students.
Practical implications
The study enriches our understanding of the complex and dynamic process of CW using wikis. It has practical implications on why and how the pedagogy and technology should be implemented differentially for the students at three different levels of education to facilitate collaborative knowledge construction.
Originality/value
Research to date is still lacking an in-depth knowledge about the processes and activities involved when students write collaboratively on wikis. Also, no study has yet compared the collaborative behavior among students at different levels of education. The results of this study contribute to the development of new and appropriate modes of group-based collaborative learning at all levels of the education system for the twenty-first century.
Details
Keywords
Shima Moradi, Delbar Tayefeh Bagher and Zohreh Mirhosseini
This study aims to investigate the application of Web 2.0 technologies in the libraries of the top 100 universities in the world to provide a model for Web 2.0 application in…
Abstract
Purpose
This study aims to investigate the application of Web 2.0 technologies in the libraries of the top 100 universities in the world to provide a model for Web 2.0 application in academic library websites.
Design/methodology/approach
Data were collected from the universities’ library websites for three months based on a Web 2.0 checklist. The list of universities was extracted from Webometrics Ranking of World Universities in 2015.
Findings
The research shows the priorities of these universities in their use of Web 2.0 tools include social networks and mashups at the most (94.5 per cent), followed by RSS (91.2 per cent) and social tagging (82.4 per cent) and other tools with lower priorities. Moreover, it revealed the most common applications of these tools in the mentioned websites followed by their objective evidences in different libraries. The results indicate that the total Web 2.0 application in the libraries of the top 100 universities was below average (40.23 per cent). Finally, the model for Web 2.0 application in academic library websites was designed.
Originality/value
The focus of this study is on the value and application of each tool in the websites and demonstrate a clear model to apply in other library websites. The model for Web 2.0 technologies application in academic library websites has not been designed and pictured before.
Details
Keywords
The purpose of this article is to examine a new collaborative electronic platform available to libraries of all types.
Abstract
Purpose
The purpose of this article is to examine a new collaborative electronic platform available to libraries of all types.
Design/methodology/approach
Introduces potential application of wikis discussed by academics and librarians, along with personal viewpoint.
Findings
A wiki is a very good example of the best of democracy in which self‐organizing behavior enforces community norms. Typically, wikis are open to everyone and erroneous information could easily be entered, but they are monitored by dedicated members and information is corrected quickly. While viewed as a platform with many advantages for timely and efficient collaborative efforts, there is still a sense of lack of accountability and cumbersome technological hurdles.
Originality/value
Wikis offer the opportunity for wide project collaboration and the possibility of a better product in the end.
Details
Keywords
N.S. Harinarayana and N. Vasantha Raju
The purpose of this paper is to explore recent trends in the application of Web 2.0 and Library 2.0 features as exemplified through university library web sites around the world.
Abstract
Purpose
The purpose of this paper is to explore recent trends in the application of Web 2.0 and Library 2.0 features as exemplified through university library web sites around the world.
Design/methodology/approach
The top 100 universities from the ranked list of 200 provided on the Times Higher Education web site were considered for collection of data and from this list a selection was made of 57 of these universities. This selection was based on whether the site was in English and whether it had at least one Web 2.0 feature. For each of these universities their web sites were visited and data on their Web 2.0 features (such as Blogs, RSS, Instant Messaging, Wikis and the like) were collected and analyzed.
Findings
Results reveal that 37 university libraries use RSS feeds for dissemination of library news, events and announcements and 15 university libraries provide blog space for users. Whereas wiki is the least applied Web 2.0 technology, with only one university using it, Instant Messaging is another most widely applied feature with 37 libraries already providing reference service through it. Podcast (used in three libraries) and Vidcast (used in six libraries) are yet to become popular facilities to be offered in university library web sites.
Research limitations/implications
The study is based on the university ranking for 2007, as the World Top 200 Universities 2008 was not published until October 2008 when this article was being finalized. However, this does not affect the outcome of the Web 2.0 features being utilized by the universities.
Originality/value
Most of the earlier studies on the subject deal with Web 2.0 tools and how they could be used in the library context. The present paper, however, provides concrete evidence of the application of Web 2.0 in university libraries. As such it should prove of interest to all types of libraries, even though its context is university libraries.
Details
Keywords
Samuel Kai Wah Chu, Felix Siu, Michael Liang, Catherine M. Capio and Wendy W.Y. Wu
This study aims to examine users’ experiences and perceptions associated with the use of two wiki variants in the context of collaborative learning and knowledge management in…
Abstract
Purpose
This study aims to examine users’ experiences and perceptions associated with the use of two wiki variants in the context of collaborative learning and knowledge management in higher education.
Design/methodology/approach
Participants included two groups of postgraduate students from a university in Hong Kong who used MediaWiki (n=21) and TWiki (n=16) in completing course requirements. Using a multiple case study approach and a mixed methods research design, data logs on the wiki platforms were downloaded and the contents were analysed. Students’ perceptions were examined through a survey.
Findings
The findings indicate that both wikis were regarded as suitable tools for group projects, and that they improved group collaboration and work quality. Both wikis were also viewed as enabling tools for knowledge construction and sharing.
Research limitations/implications
This study provides insights that may inform the decisions of educators who are considering the use of wikis in their courses as a platform to enhance collaborative learning and knowledge management.
Originality/value
Previous research has shown that wikis can be effectively used in education. However there are a number of wiki variants and it may be difficult to identify which variant would be the best choice. There is a dearth of research comparing the effectiveness of different types of wikis. This study compares two wiki variants on a number of outcomes which may provide some insights to teachers who are in the process of selecting an appropriate wiki for teaching and learning.
Details
Keywords
Cheuk Hang Au and Kevin K.W. Ho
This paper is to address the research gaps about Research Support System (RSS) as mentioned by earlier articles, and to provide a possible solution to develop an RSS for…
Abstract
Purpose
This paper is to address the research gaps about Research Support System (RSS) as mentioned by earlier articles, and to provide a possible solution to develop an RSS for supporting academics in conducting their research.
Design/methodology/approach
This study adopts a single-case study with the application of netnography. Data were collected from an ongoing-using Wiki and the data were analysed using the theoretical lens established from earlier articles.
Findings
The result confirmed the possibilities of using Wiki to establish a system for supporting research. The authors have established a 3-stage EDM (Establishment, Development, Management) process model for illustrating the steps.
Research limitations/implications
This single-case study revealed the possibility for using Wiki as RSS for helping academics to conduct their research through providing support in preparing literature review, conducting project management and providing an archive for research methodologies. The paper also provided suggestion for practitioners on the implementation of the RSS.
Originality/value
This paper presents one of the earliest studies for developing a model to explain how to develop an RSS that gives a more concrete definition of RSS and outline a process of using Wiki as an RSS.
Details
Keywords
Eddie W.L. Cheng, Samuel K.W. Chu and Carol S.M. Ma
Wikis, as one of the Web 2.0 tools, has been increasingly used to engage students to learn with others in a collaborative virtual environment. However, there are relatively few…
Abstract
Purpose
Wikis, as one of the Web 2.0 tools, has been increasingly used to engage students to learn with others in a collaborative virtual environment. However, there are relatively few studies examining the application of wikis in secondary schools. Therefore, this study aims to investigate factors affecting the use of PBWorks (a popular wiki tool).
Design/methodology/approach
The aim was achieved by empirically examining an extended technology acceptance model (TAM) from a sample of 429 junior secondary students in Hong Kong. Specifically, relationships among six latent variables, which were school support, teacher support, perceived ease of use, perceived usefulness, attitudes towards use and the intention to use, were posited in the model. The more robust factor-based partial least squares structural equation modelling (factor-based PLS-SEM) was used to test the research model.
Findings
The results indicated that most of the hypotheses were supported, which suggested that the extended TAM could explain the rationale behind students’ intentions to use PBWorks for group projects.
Originality/value
This paper extended the original TAM by including two additional variables (school support and teacher support) for explaining behavioural intentions. Because of the increased use of e-learning platforms in secondary schools, more understanding of what motivates secondary school students’ e-learning intentions is necessary.
Details