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Wiki Productivity and Discussion Forum Activity in a Postgraduate Online Distance Learning Course PROCEEDINGS

, Staffordshire University, United Kingdom

EdMedia + Innovate Learning, in Vancouver, Canada ISBN 978-1-880094-62-4 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC


This paper reflects on the use of wikis during an online group project for a module taught as part postgraduate distance learning course. The sample group contained students from a number of different nationalities and professional backgrounds. The relationship between forum activity, including the volume of wiki-specific forum posts, and the amount of wiki pages produced is investigated to see if one area of student activity significantly affects the other. For the purposes of the project the wiki was embedded in a virtual learning environment called Moodle. Levels of wiki use during this project prove to be poor and the student's unfamiliarity with the technology is revealed. A strong correlation between wiki specific forum postings and the number of wiki pages produced during the group project is discovered, indicating this type of activity should be encouraged when using wikis. Conclusions are drawn on how the study's findings relate to the claims found in existing literature and suggestions are made for avenues of further investigation using wiki page histories.


Kennard, C. (2007). Wiki Productivity and Discussion Forum Activity in a Postgraduate Online Distance Learning Course. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3564-3569). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 16, 2018 from .


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Cited By

  1. WikiED! New experiences of social learning tools within a pre-service teaching environment

    Chris Astall, Jackie Cowan & Tracy Clelland, College of Education, University of Canterbury, New Zealand

    Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 1316–1321

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