Welcome to the InfoSci Platform
Reference Hub1
Wiki-Mediated Peer Review Process: Participation and Interaction

Wiki-Mediated Peer Review Process: Participation and Interaction

Long V. Nguyen
Copyright: © 2013 |Pages: 22
ISBN13: 9781466636491|ISBN10: 1466636491|EISBN13: 9781466636507
DOI: 10.4018/978-1-4666-3649-1.ch009
Cite Chapter Cite Chapter

MLA

Nguyen, Long V. "Wiki-Mediated Peer Review Process: Participation and Interaction." ePedagogy in Online Learning: New Developments in Web Mediated Human Computer Interaction, edited by Elspeth McKay, IGI Global, 2013, pp. 134-155. https://doi.org/10.4018/978-1-4666-3649-1.ch009

APA

Nguyen, L. V. (2013). Wiki-Mediated Peer Review Process: Participation and Interaction. In E. McKay (Ed.), ePedagogy in Online Learning: New Developments in Web Mediated Human Computer Interaction (pp. 134-155). IGI Global. https://doi.org/10.4018/978-1-4666-3649-1.ch009

Chicago

Nguyen, Long V. "Wiki-Mediated Peer Review Process: Participation and Interaction." In ePedagogy in Online Learning: New Developments in Web Mediated Human Computer Interaction, edited by Elspeth McKay, 134-155. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-3649-1.ch009

Export Reference

Mendeley
Favorite

Abstract

The focus of this chapter is to explore if the collaborative potential offered by wikis translates into actual practice. The study examines the peer review process of 20 groups of English as a foreign language (EFL) students from two classes, i.e. a paper-based class and a wiki class, of a Bachelor of Arts (BA) in a Teaching English as a Foreign Language (TEFL) programme in a large university in Central Vietnam. Data analysis shows that the user-friendly wikis afford learning opportunities in two levels of analysis, namely participation and interaction, which lead to a high degree of information synthesis in the collaborative learning process. In terms of quantity, the multi-way nature of wiki-based exchanges confirms its characteristic of an architecture of participation. Likewise, the quality of the online peer review process is confidently affirmed in all three themes of collaborative interaction, i.e., socioaffective, organizational, and sociocognitive. It is concluded that the online platform of wikis turns the peer review process into a networking of both the academic and the social, and that wikis support a non-linear nature of collaborative learning.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.