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Blended Collaborative Learning through a Wiki-Based Project: A Case Study on Students’ Perceptions

Blended Collaborative Learning through a Wiki-Based Project: A Case Study on Students’ Perceptions

Dimitrios Roussinos, Athanassios Jimoyiannis
Copyright: © 2013 |Pages: 16
ISBN13: 9781466629431|ISBN10: 1466629436|EISBN13: 9781466629448
DOI: 10.4018/978-1-4666-2943-1.ch010
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MLA

Roussinos, Dimitrios, and Athanassios Jimoyiannis. "Blended Collaborative Learning through a Wiki-Based Project: A Case Study on Students’ Perceptions." Fostering 21st Century Digital Literacy and Technical Competency, edited by Antonio Cartelli, IGI Global, 2013, pp. 130-145. https://doi.org/10.4018/978-1-4666-2943-1.ch010

APA

Roussinos, D. & Jimoyiannis, A. (2013). Blended Collaborative Learning through a Wiki-Based Project: A Case Study on Students’ Perceptions. In A. Cartelli (Ed.), Fostering 21st Century Digital Literacy and Technical Competency (pp. 130-145). IGI Global. https://doi.org/10.4018/978-1-4666-2943-1.ch010

Chicago

Roussinos, Dimitrios, and Athanassios Jimoyiannis. "Blended Collaborative Learning through a Wiki-Based Project: A Case Study on Students’ Perceptions." In Fostering 21st Century Digital Literacy and Technical Competency, edited by Antonio Cartelli, 130-145. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-2943-1.ch010

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Abstract

Wikis are currently gaining in popularity in schools and higher education institutions and they are widely promoted as collaborative tools supporting students’ active learning. This paper reports on the investigation of university students’ beliefs and perceptions of a wiki authoring activity, designed to support blended and collaborative learning. The study was administered in the context of an authentic coursework project activity in a first semester university course on Information and Communication Technologies (ICT), attended by 47 first year students. Research findings indicated that the students in the sample were generally positive about the collaborative experience offered through the wiki and the consequent learning outcomes. Students’ perceptions of the functionality and usability of the wiki environment were also positive. They considered the wiki as an effective and easy to use technology. In overall, they evaluated positively the wiki assignment, as well as the technical and learning support they received on-line, through the wiki pages, and by their instructors during the class sessions.

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