Community Building in a Wiki-Based Distance Education Course
Judy Lambert, Juenethia Fisher, The University of Toledo, United States
EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Wikis, as a medium to deliver distance learning offers a learning environment that engages and empowers online learners. Wikis offer benefits not typically found in traditional content management systems such as interaction, creativity, virtual collaboration, resources sharing, joint authorship, seamless integration of Internet-based content, and ease of use. These benefits provide a medium that can be more conducive to building community, an element found necessary for engaging learners in a distance learning environment. Using the Community of Inquiry (CoI) framework, the authors conducted a non-experimental study to examine student perceptions of community in a wiki-based, graduate-level online course. Results indicate that a wiki environment is an effective technology for building community but this technology is only useful when social and cognitive presences are built into the course. Results also show that the participation of the instructor is critical for engaging learners in the resolution phase of the inquiry process.
Lambert, J. & Fisher, J. (2009). Community Building in a Wiki-Based Distance Education Course. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1527-1531). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE).
© 2009 Association for the Advancement of Computing in Education (AACE)
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Mariam Mousa Matta Abdelmalak
Journal of Asynchronous Learning Networks Vol. 19, No. 2 (March 2015)
Mariam Abdelmalak, NMSU,College of Education,Curriculum & Instruction Department., United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 193–199
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