University of Hertfordshire

From the same journal

From the same journal

The use of Wikis in Education - a review of the literature

Research output: Contribution to journalArticlepeer-review

Standard

The use of Wikis in Education - a review of the literature. / Schulze, Nicholas.

In: Blended Learning in Practice, No. Spring, 03.2014, p. 52-66.

Research output: Contribution to journalArticlepeer-review

Harvard

APA

Vancouver

Author

Schulze, Nicholas. / The use of Wikis in Education - a review of the literature. In: Blended Learning in Practice. 2014 ; No. Spring. pp. 52-66.

Bibtex

@article{1fa7faf561c74c3fb4a58019ed4db0da,
title = "The use of Wikis in Education - a review of the literature",
abstract = "This paper reviews the literature surrounding the use of Web 2.0 in education. It examines various perspectives of what Web 2.0 means, and how Web 2.0 can support a constructivist pedagogy. Case studies involving Wikis are examined and the problems experienced are considered from both a technological and a group-working perspective. The paper concludes that although Wikis have the potential to support social-constructivism the differences between artificially constructed learning groups (formal learning) and self-forming and emergent social groups (informal learning) result in a requirement for greater attention to the theories on group working when creating group tasks using Wikis for learning purposes. Wikis are a tool and do not, by themselves, result in satisfactory collaboration",
author = "Nicholas Schulze",
year = "2014",
month = mar,
language = "English",
pages = "52--66",
journal = "Blended Learning in Practice",
issn = "2041-1758",
number = "Spring",

}

RIS

TY - JOUR

T1 - The use of Wikis in Education - a review of the literature

AU - Schulze, Nicholas

PY - 2014/3

Y1 - 2014/3

N2 - This paper reviews the literature surrounding the use of Web 2.0 in education. It examines various perspectives of what Web 2.0 means, and how Web 2.0 can support a constructivist pedagogy. Case studies involving Wikis are examined and the problems experienced are considered from both a technological and a group-working perspective. The paper concludes that although Wikis have the potential to support social-constructivism the differences between artificially constructed learning groups (formal learning) and self-forming and emergent social groups (informal learning) result in a requirement for greater attention to the theories on group working when creating group tasks using Wikis for learning purposes. Wikis are a tool and do not, by themselves, result in satisfactory collaboration

AB - This paper reviews the literature surrounding the use of Web 2.0 in education. It examines various perspectives of what Web 2.0 means, and how Web 2.0 can support a constructivist pedagogy. Case studies involving Wikis are examined and the problems experienced are considered from both a technological and a group-working perspective. The paper concludes that although Wikis have the potential to support social-constructivism the differences between artificially constructed learning groups (formal learning) and self-forming and emergent social groups (informal learning) result in a requirement for greater attention to the theories on group working when creating group tasks using Wikis for learning purposes. Wikis are a tool and do not, by themselves, result in satisfactory collaboration

M3 - Article

SP - 52

EP - 66

JO - Blended Learning in Practice

JF - Blended Learning in Practice

SN - 2041-1758

IS - Spring

ER -