A Longitudinal Study to Determine If Wiki Work Builds Community among Agricultural Adult Education Students

Autor/inn/en	Kelsey, Kathleen D.; Lin, Hong; Franke-Dvorak, Tanya C.
Titel	A Longitudinal Study to Determine If Wiki Work Builds Community among Agricultural Adult Education Students
Quelle	In: Journal of Agricultural Education, 52 (2011) 2, S.71-81 (11 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
DOI	10.5032/jae.2011.02071
Schlagwörter	Constructivism (Learning); Adult Education; Collaborative Writing; Writing Instruction; Thinking Skills; Longitudinal Studies; Web 2.0 Technologies; Agricultural Education; Participant Satisfaction; Likert Scales; Computer Mediated Communication; Computer Software Evaluation; Technology Uses in Education; Electronic Publishing; Student Attitudes; Program Effectiveness; Influence of Technology; Communities of Practice + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Schreibunterricht; Denkfähigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Agriculture; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Likert-Skala; Computerkonferenz; Softwareanalyse; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Elektronisches Publizieren; Schülerverhalten; Community
Abstract	Wiki has been lauded as a tool that enhances collaborative writing in educational settings and moves learners toward a state of communal constructivism (Holmes, Tangney, FitzGibbon, Savage, & Mehan., 2001). Many pedagogical claims exist regarding the benefits of using wiki. However, these claims have rarely been challenged. This study used a three-year longitudinal cohort survey design (Creswell, 2008) to measure learners' perception regarding the pedagogical claims of wiki to create an online textbook in a graduate agricultural adult education course. The overall survey mean was 2.37 on a four-point scale (2.0 = not sure, 3.0 = agree). Learners were positively but marginally impacted by the wiki writing experiences in terms of knowledge construction and enhanced critical thinking skills. Study results marginally support Holmes' et al. theory that interactive communication technologies (ICT) create constructivist learning opportunities. Collaborative writing does not naturally emerge from wiki work. Rather, it must be coaxed and nurtured through reward and a self-directed learning approach. (Contains 1 table.) (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10