Wiki Interaction Tracks in Geometry Learning

Wiki Interaction Tracks in Geometry Learning

Wajeeh Daher
Copyright: © 2010 |Pages: 20
DOI: 10.4018/jea.2010100102
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Abstract

The constant comparative method (Lincoln & Guba, 1985) was used to analyze preservice teachers’ discussions and interactions in wiki discussion sections regarding geometric lessons that were written by other preservice teachers in the year before. The data was compared for the following interaction aspects of knowledge building: dialogical actions, participants’ roles, and discussion tracks. Research shows that building their content and pedagogic content knowledge, the preservice teachers together with the lecturer used mainly proposing, asking, requesting, arguing, presenting, and moving the discussion forward as dialogical actions. Proposing and asking were used for various goals such as proposing various ideas and actions, and asking about different issues concerned with geometric content and pedagogic content knowledge. The lecturer asked questions more than the preservice teachers, while the preservice teachers proposed more than the lecturer. The knowledge building was collaborative in nature, and one important aspect which enabled the collaboration is the topology of the wiki discussion section. This topology enables presenting the content of the messages; not just the titles, where the contents are presented as having the same level and thus the same importance.
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Literature Review

Wikis in Education

Tonkin (2005) identifies four categories of the wiki use in the education field:

  • 1.

    Single-user: This use allows individual students to write and edit their own thoughts. So, it's useful for revision and monitoring changes in understanding over a period of time.

  • 2.

    Lab book: This use enables students to peer review notes kept online by adding commentary, annotations or other additions to existing lecture notes, seminar discussions, lesson plans, etc.

  • 3.

    Collaborative writing: This use can be used by a team for joint project or research such as a group initiative, essay or presentation.

  • 4.

    Knowledge base: Through collaborative entries, students can create course content that supplements and extends delivered material.

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