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A Framework for Assessing the Pedagogical Effectiveness of Wiki-Based Collaborative Writing: Results and Implications
PROCEEDINGS

, University of Agder, Norway

Proceedings of the Informing Science and Information Technology Education Conference, ISSN 1535-0703 Publisher: Informing Science Institute

Abstract

Due to the new possibilities they open up for collaborative writing in education, wikis have received much attention the last few years. As a result, teachers have used wikis to achieve various educational purposes, such as wikis for online courses, teacher evaluation, or class project. However, the novelty and popularity of a technology do not automatically imply its suitability in educational settings. To evaluate the pedagogical effectiveness of wiki-based collaborative writing, there is a need for a theoretical framework that focuses on three essential elements of wikis and their relationships: technology, content, and group work. The framework was used to assess students’ perceptions of wiki-based collaborative writing. Even though the results achieved so far are not as satisfactory as expected, the framework provides a promising way of looking at collaborative writing activities in a wiki-based environment. Based, on the results, the article reports on pedagogical implications of using wikis as collaborative writing tools in teacher education.

Citation

Hadjerrouit, S. (2013). A Framework for Assessing the Pedagogical Effectiveness of Wiki-Based Collaborative Writing: Results and Implications. In E. Cohen & E. Boyd (Eds.), Proceedings of Proceedings of the Informing Science and Information Technology Education Conference 2013 (pp. 29-49). Informing Science Institute. Retrieved May 27, 2019 from .

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