An Evaluation of Web 2.0 Pedagogy: Student-authored Wikibook vs Traditional Textbook PROCEEDINGS
Jennifer Kidd, Old Dominion University, United States ; Patrick O'Shea, Harvard, United States ; Jamie Kaufman, Peter Baker, Tiffany Hall, Dwight Allen, Old Dominion University, United States
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Rather than using a traditional text, students in an educational foundations course write their own text using Wikibooks. The notion of student-generated textbooks calls into question many issues of credibility, traditional definitions of expertise, and the future of textbooks generally. This study examines the effectiveness of this new Web 2.0 pedagogy by examining academic outcomes over two semesters. Students that used a traditional text were compared to those who wrote their own course Wikibook. Initial findings suggest that students who generated their own text learned the overall course content as well as students who used a traditional text, and demonstrated greater mastery of the content from their course text.
Kidd, J., O'Shea, P., Kaufman, J., Baker, P., Hall, T. & Allen, D. (2009). An Evaluation of Web 2.0 Pedagogy: Student-authored Wikibook vs Traditional Textbook. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 917-919). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 14, 2018 from https://www.learntechlib.org/primary/p/30722/.
© 2009 Association for the Advancement of Computing in Education (AACE)
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