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Learners' attitudes to wiki technology in problem based, blended learning for vocational teacher education
ARTICLE

Australasian Journal of Educational Technology Volume 24, Number 4, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education

Abstract

It would be difficult to argue that the use of online technology to support teaching and learning has not undergone significant change in the last two decades. Recently, with the promotion of social software technologies such as blogs, wikis, podcasts and virtual classrooms, we have seen the emergence of the idea of e-learning 2.0. That is, the use of online technology to support communication, collaboration and knowledge building which are consistent with constructivist principles. The research reported here was conducted in the context of a blended learning approach that incorporates wiki technology and face to face contact to support problem based and group based learning and assessment in a teacher education program at RMIT University, Australia. The results of a post-course survey of learners are used to describe the learners' experience of access to and use of wikis, and their attitudes towards the use of wikis in their own teaching practice over the following 12 months. This discussion is undertaken with consideration to the benefits and difficulties associated with problem based and group based learning and assessment. The learners' attitudes towards the potential use of wikis in their own practices are explored in terms of implementation and professional development.

Citation

Robertson, I. & Robertson, I. (2008). Learners' attitudes to wiki technology in problem based, blended learning for vocational teacher education. Australasian Journal of Educational Technology, 24(4),. Australasian Society for Computers in Learning in Tertiary Education. Retrieved May 22, 2019 from .

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