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dc.contributor.authorSchulze, Nicholas
dc.date.accessioned2014-04-14T11:00:20Z
dc.date.available2014-04-14T11:00:20Z
dc.date.issued2014-03
dc.identifier.citationSchulze , N 2014 , ' The use of Wikis in Education - a review of the literature ' , Blended Learning in Practice , no. Spring , pp. 52-66 .
dc.identifier.issn2041-1758
dc.identifier.otherPURE: 2945122
dc.identifier.otherPURE UUID: 1fa7faf5-61c7-4c3f-b4a5-8019ed4db0da
dc.identifier.urihttp://hdl.handle.net/2299/13345
dc.description.abstractThis 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 collaborationen
dc.language.isoeng
dc.relation.ispartofBlended Learning in Practice
dc.titleThe use of Wikis in Education - a review of the literatureen
dc.contributor.institutionSchool of Computer Science
dc.contributor.institutionScience & Technology Research Institute
dc.description.statusPeer reviewed
rioxxterms.versionVoR
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue


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