Wiki as a Collaborative Learning Tool in a Language Arts Methods Class
ARTICLE
Kathryn I. Matthew, Emese Felvegi, Rebecca A. Callaway
Journal of Research on Technology in Education Volume 42, Number 1, ISSN 1539-1523
Abstract
The purpose of this study was to determine how contributing to a class wiki affected the learning of preservice teachers enrolled in a language arts methods class. Participants included 37 preservice teachers enrolled in three sections of a field-based language arts methods class during two semesters. Data collection included online observations of the development of the wiki pages, students' reflections periodically posted in WebCT, final reflections, e-mail correspondence, interview transcripts, and researcher notes. Students' reflections indicate that contributing to the class wiki led to a deeper processing of the course content and was personally beneficial to the students in spite of persistent technology challenges.
Citation
Matthew, K.I., Felvegi, E. & Callaway, R.A. (2009). Wiki as a Collaborative Learning Tool in a Language Arts Methods Class. Journal of Research on Technology in Education, 42(1), 51-72. Retrieved August 16, 2024 from https://www.learntechlib.org/p/106115/.
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Keywords
- case studies
- computer mediated communication
- Computer Uses in Education
- Course Content
- educational technology
- Electronic Publishing
- Elementary School Teachers
- English Instruction
- Instructional Effectiveness
- internet
- language arts
- Methods Courses
- preservice teacher education
- preservice teachers
- student attitudes
- Web Sites
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