Does a Wikipedia-Based Assignment Increase Self-Efficacy among Female Students? A Qualified Maybe

Autor/inn/en	Kalaf-Hughes, Nicole; Cravens, R. G.
Titel	Does a Wikipedia-Based Assignment Increase Self-Efficacy among Female Students? A Qualified Maybe
Quelle	In: Journal of Political Science Education, 17 (2021), S.862-879 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cravens, R. G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2021.1921586
Schlagwörter	Technology Uses in Education; Web 2.0 Technologies; Assignments; Self Efficacy; Females; College Students; Access to Information; Undergraduate Students; Political Science; Information Seeking; Student Behavior; Instructional Effectiveness; Ohio + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Assignment; Auftrag; Zuweisung; Self-efficacy; Selbstwirksamkeit; Weibliches Geschlecht; Collegestudent; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Informationserschließung; Student behaviour; Schülerverhalten; Unterrichtserfolg
Abstract	Wikipedia has become one of the most used reference works, by students, educators, academics, and the general public, and there is a growing body of research exploring when and how students use the online encyclopedia. A smaller body of work examines the role of Wikipedia as a pedagogical tool for teaching information literacy and subject-matter expertise. Yet, despite the ubiquitous nature of the resource on campus, there remains a well-documented gender gap in contributions to the site. We build on previous scholarship to explore how the use of Wikipedia as a pedagogical tool can improve female self-efficacy and bridge the gender gap prevalent in contributions to open access resources. A survey of two undergraduate political science courses suggests an assignment in which students create original content for Wikipedia increases confidence in using the platform and information-seeking behavior among both female and male students, although the advantages continue to be greater for men. Furthermore, while female students are more confident in creating content after the Wikipedia assignment, once accounting for confidence there appears to be no significant difference between male and female contributions to Wikipedia. Because the assignment does lead to slight increases in confidence for women, however, it could be considered a promising first step in increasing female contributions to the site and the confidence of female students in evaluating information, more generally. We also include assignment details and recommendations for implementation. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01