With few exceptions, currently published research on the educational use of wikis does not include how the learning activities should be shaped, planned or enforced in a wiki . In this paper we aim to fill that gap by providing a framework for learning and teaching processes supported by the use of wikis. An instance of that process framework ("feedback-driven" process) was formulated and implemented through a series of trials performed at University of Hertfordshire Business School during the course of the last two academic years to 2006/7. The results of the trial have been collected and analyzed using the quantitative and qualitative methods and have led to the conclusion that students engagement with wiki-based learning activities is directly proportional to the quality and frequency of tutors feedback and the clarity of the underlying learning and teaching process.
|Title of host publication||Procs of International Symposium on Wikis, 2007|
|Publication status||Published - 2007|