Wiki Research Presentation


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Collaborative research project presented at EERA (Eastern Educational Research Association) in February 2013

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Wiki Research Presentation

  1. 1. Kelly Reffitt, Ph. D. Kelly Jones, Ph. D. candidate Susan Thornton, Ph. D. candidate Mercer University Macon, GA
  2. 2. Background & Purpose  Wikis  collaborative knowledge building and knowledge sharing  The purpose of this case study is to examine doctoral students’ perceptions of the benefits, challenges, and experiences of creating a class wiki.
  3. 3. Context of the Study  Class wiki assignment  Intended as a research assignment & instructional resource  Doctoral student teams  2011: Group 1 worked collectively to build a wiki  2012: Group 2 worked collectively to redesign the wiki  Group pages aligned to assigned time periods  highlighting the history of American education
  4. 4. Theoretical Framework  Two perspectives: globalization and social learning  The Internet opens new possibilities for learning both in and out of the classroom  Knowledge is being built by groups of people from all over the world working together in online spaces such as wikis  Wiki writers form communities of practice (Wenger, 1998) based on a common goal or shared interest  Wikis promote social learning by engaging students in practice and encouraging collaboration
  5. 5. Research Methods  Mixed methods case study  Setting: online and on campus  Participants are doctoral students (ages 25-54)  17 students in Group 1  EDCI 815  Spring 2011  15 students in Group 2  EDCI 815  Spring 2012
  6. 6. Data Sources  We collected three forms of data:  (1) students’ responses to an online survey  (2) students’ responses during a videotaped focus group interview  (3) student reflections published on the class wiki sites.  Group 1: 17 students (2011)  12 survey responses  17 reflections  Group 2: 15 students (2012)  12 survey responses  15 reflections  8 focus group interview participants
  7. 7. Survey Results  24 of 32 doctoral students completed the survey  75% return rate  Only one had previous experience building or contributing to a wiki page before this assignment.  88% reported participation in the wiki enhanced their technology knowledge and experience.  67% reported that they accessed the wiki as an instructional resource after the course.  79% reported feeling satisfied with the overall experience of creating a collaborative research-based wiki  75% of students reported that they would be likely to use a wiki as an instructional resource in the future.
  8. 8. Qualitative Analysis  Interview transcripts, survey results, and reflections were coded individually by the researchers to identify initial emergent themes  To increase interrater reliability, the researchers then compared their coded transcripts and collapsed the codes into 24 categorical themes
  9. 9. Major Emergent Themes  “Top 5” Based on Frequency: 1. Technology 2. Learning experience 3. Classroom connections 4. Engagement 5. Benefits of the assignment 5. Time spent
  10. 10. Educational Significance  Wikis provide a distinct work setting that is conducive to the emerging presence of globalization in education  Digital/network/technology/information/media literacies are critical for teachers  Classrooms today are nodes in larger global learning networks  Wikis can be multimodal, collaborative spaces for sustained engagement and meaningful learning
  11. 11. Questions?  Dr. Kelly Reffitt, Mercer University.  Phone: (478) 301-5389  Email:  Kelly Jones, Mercer University.  Phone: (478) 301-2175  Email:  Susan Thornton, Dublin City Schools.  Email:
  12. 12. References Carroll, T. G. (2000). If we didn’t already have the schools we have today, would we create the schools we have today? Contemporary Issues in Technology and Teacher Education, 1(1), 117-140. Chinnammai, S. (2005). Effects of globalization on education and culture. Paper presented at ICDE International Conference. November 19-23, 2005. New Delhi, India. Retrieved from Creswell, J.W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. 3rd ed. Thousand Oaks, CA: SAGE Publication. Cunningham, W. (2005). Ward Cunningham. Retrieved from Fougler, T. S., Williams, M. K., Wetzel, K. (2008). We innovate: The role of collaboration in exploring new technologies. International Journal of Teaching and Learning in Higher Education, 20(1), 28-38. Jarvis, P. (2006). Towards a comprehensive theory of human learning. New York: Routledge. Lai, Y.C. & Ng, E. M.W. (2011). Using wikis to develop student teachers' learning, teaching, and assessment capabilities. Internet and Higher Education, (14), 15--26. Lankshear, C. & Knobel, M. (2007). Researching new literacies: Web 2.0 practices and insider perspectives. E– Learning, 4(7), 224-240. Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press. 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. Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Josey Bass. Rheingold, H. (2012). Net smart: How to thrive online. Cambridge, MA: MIT Press. Richardson, W. (2010). Navigating social networks as learning tools. In Bellanca, J & Brandt, R. (Eds.), 21st century skills: Rethinking how students learn (284-303). Bloomington, IN: Solution Tree. Weber, E. (2007). Globalization, “glocal” development, and teachers’ work: A research agenda. Review of Educational Research, 77(3), 279-309. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press. Wenger, E. (2008). Communities of practice: A brief introduction. Retrieved January 2, 2008, from Zhao, X. & Bishop, M. J. (2011). Understanding and supporting online communities of practice: Lessons learned from Wikipedia. Educational Technology Research and Development, 59, 711–735.