A Formative Evaluation of WIKI's as a Learning Tool in a Face to Face Juvenile Justice Course
Educational Technology Research and Development Volume 61, Number 1, ISSN 1042-1629
Current literature indicates an increased pedagogical value of technology integration in university coursework. One form of technology that encourages collaborative, online teaching and learning is a "wiki," an online application that allows participants to partner and direct a website. This article describes the design and formative evaluation of a semester-long wiki project that was conducted during three face-to-face juvenile justice courses. Upon completion, 61 students completed written, open-ended evaluations of the project with a focus on (a) the strengths of the project, (b) knowledge of the juvenile justice system gained through the project, and (c) suggestions to improve the overall effectiveness. NVIVO8 was used to code and analyze the results of their responses. Results indicate that the Juvenile Justice Wiki Project demonstrated a real-life (online) understanding of the juvenile justice system in a face-to-face meeting, a more comprehensive examination of the juvenile justice system compared to a more traditional book and lecture pedagogy, and a perceived value in the collaborative, constructivist approach. A formative evaluation indicates future structural and pedagogical project modifications according to student evaluations and perceptions.
Bowman, S.W. (2013). A Formative Evaluation of WIKI's as a Learning Tool in a Face to Face Juvenile Justice Course. Educational Technology Research and Development, 61(1), 3-24.
Cited ByView References & Citations Map
Emergent Learning Paths in Higher Education Online Learning: Pedagogical Implications for Faculty Adoption of Web 2.0 Technologies
Marianne Justus, University of Phoenix, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1193–1195
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