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The Nature of Students’ Collaboration in the Creation of a Wiki PROCEEDINGS

, , North Carolina State 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

Abstract

In traditional graduate classrooms, collaborative projects generally result in a group paper submitted to the instructor and a group presentation to the class. However, when the goal of the project is to construct working knowledge on a particular topic and to share this knowledge with others, a more public format seems appropriate. Thus, the authors decided to have students enrolled in a graduate mathematics education course titled “Learning and Teaching Algebraic Thinking” construct wiki pages for a group project on different perspectives of algebra. As students transition from working on a traditional word processing document to a wiki there are challenges both with learning the technology and how to collaborate in this way. In this paper we share the successes and challenges our students faced in the collective construction of their wikis and their thoughts on the benefits and drawbacks of using such a format in how it afforded collaboration in comparison to the traditional group paper.

Citation

McCulloch, A. & Smith, R. (2009). The Nature of Students’ Collaboration in the Creation of a Wiki. 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. 1275-1280). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 15, 2018 from .

Keywords

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Cited By

  1. Web 2.0 in Higher Education: Levels of Awareness and Patterns of Use

    Min Liu, Justin Olmanson, Michael Anderson & Lucas Horton, The University of Texas at Austin, United States

    EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 3082–3092

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