Helena Baert PHED 5233 December 8, 2008

We live in a “Digital World” Keeping up with knowledge “ New medium” The Internet can be a powerful learning & teaching tool! Personalize learning Teaching to multiple intelligences Enormous amount of knowledge Connecting with the whole world

We live in a “Digital World”

Keeping up with knowledge

“ New medium”

The Internet can be a powerful learning & teaching tool!

Personalize learning

Teaching to multiple intelligences

Enormous amount of knowledge

Connecting with the whole world

From past studies: Wikis show promise in teaching and learning Wikis are: Quick Educational Forever Interactive Easy to use Collaborative Comparing 2 technologies (wikis and word) to find out the benefits and challenges.

From past studies: Wikis show promise in teaching and learning

Wikis are:

Quick Educational

Forever Interactive

Easy to use Collaborative

Comparing 2 technologies (wikis and word) to find out the benefits and challenges.

Constructivism (Doolittle, 2000) Collaborative Online Learning (Litteton & Hakkinen, 1999; Webb & Pailncsar, 1996) Wikis (Leuf & Cunningham, 2001) Wikis and writing skills (Tashakkori & Teddlie, 2003) Perceptions of teacher candidates on using wikis to deepen understanding (Baert, 2008)

Constructivism (Doolittle, 2000)

Collaborative Online Learning (Litteton & Hakkinen, 1999; Webb & Pailncsar, 1996)

Wikis (Leuf & Cunningham, 2001)

Wikis and writing skills (Tashakkori & Teddlie, 2003)

Perceptions of teacher candidates on using wikis to deepen

understanding (Baert, 2008)

Quantitative Research Question Does using wikis improve the student’s knowledge base of fitness within a fitness concepts course? Qualitative Research Question How do students perceive the effect of using wikis on their knowledge of fitness within a fitness concepts course?

Quantitative Research Question

Does using wikis improve the student’s knowledge base of fitness within a fitness concepts course?

Qualitative Research Question

How do students perceive the effect of using wikis on their knowledge of fitness within a fitness concepts course?

Participants: 4 classes of undergraduate students taking the FC course in Fall 2008 2 Instructors (GA’s) Same curriculum to all classes Instructor Time Tool A MWF 12:30 pm Wiki A TT 8 am Word B MWF 10:30 am Word B TT 9:30 am Wiki

Participants: 4 classes of undergraduate students taking the FC course in Fall 2008

2 Instructors (GA’s)

Same curriculum to all classes

The research component was 25% of final grade. 4 components Research 1: Familiarize with tool Research 2: Create an article/brochure on a course related topic Research 3: Edit someone else's article/brochure Research 4: Read and comment on other articles / present and discuss brochure

The research component was 25% of final grade. 4 components

Research 1: Familiarize with tool

Research 2: Create an article/brochure on a course related topic

Research 3: Edit someone else's article/brochure

Research 4: Read and comment on other articles / present and discuss brochure

Informed consent on final day. Mixed Methods: Quantitative : Test scores measuring fitness concepts knowledge. – use 2 way ANOVA (SPSS) statistical analyses Qualitative : Focus group interviews (perceptions of students using the wiki) – on final day audio recorded +coded, transcribed and organized into themes

Informed consent on final day.

Mixed Methods:

Quantitative : Test scores measuring fitness concepts knowledge. – use 2 way ANOVA (SPSS) statistical analyses

Qualitative : Focus group interviews (perceptions of students using the wiki) – on final day audio recorded +coded, transcribed and organized into themes

May show some differences between test scores comparing class times/ instructors. No statistical difference between test scores of the different groups. Wiki Word A 38 42 B 43 40 MWF 39 38 TT 42 40

May show some differences between test scores comparing class times/ instructors.

No statistical difference between test scores of the different groups.

Focus group may indicate different findings. Wiki users found the wiki new, simple and convenient to access. Word users found it an easy and fun assignment but noted that it did not assist them in their learning of the content. Main conclusion: wiki can be beneficial, a few adjustments should be made to improve learning.

Focus group may indicate different findings.

Wiki users found the wiki new, simple and convenient to access.

Word users found it an easy and fun assignment but noted that it did not assist them in their learning of the content.

Main conclusion: wiki can be beneficial, a few adjustments should be made to improve learning.