Evaluating types of students' interactions in a wiki-based collaborative learning project

Bibliographic Data

ID19514647
AuthorsMaria Prokofieva (0000-0003-1974-3827, Victoria School of Management, corresponding author)
Year2013
Volume29
Issue4
Publication date2013-09-19
Open AccessYes
TypeARTICLE
VenueAustralasian Journal of Educational Technology (JOURNAL)
Journal identifiersISSN: 1449-3098 • E-ISSN: 1449-5554
PublisherAustralasian Society for Computers in Learning in Tertiary Education (PUBLISHER • NZ)
DOI10.14742/ajet.239
OpenAlexW1852692823
LanguageEN
Citations received4
References cited11

Wiki technology has been promoted as a collaborative software platform. This study investigates interactions that occur in a wiki-based collaborative learning project. The study draws on interaction literature and investigates the types of interactions with which students are engaged in wiki-based group projects, clusters that reflect online interaction patterns and factors that affect students' interaction. The study employs a quantitative approach (principal component analysis, cluster analysis and Kruskal-Wallis test) and a qualitative approach (interviews). The results show that students' interactions online were of two types, student-content and student-student, with student-content interaction being dominant. An increase in online interaction was driven mainly by an increase in student-content interaction, while student-student interaction increased to a certain level and then stayed the same. The study also discusses factors that influenced both types of interaction and suggests guidelines on how student-student interaction can be encouraged

Collaborative learning · Font · Mathematics education · Computer Science · Innovative Teaching and Learning Methods · Open Source Software Innovations · Psychology · Wikis in Education and Collaboration

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