dc.contributor.author | Schulze, Nicholas | |
dc.date.accessioned | 2014-04-14T11:00:20Z | |
dc.date.available | 2014-04-14T11:00:20Z | |
dc.date.issued | 2014-03 | |
dc.identifier.citation | Schulze , N 2014 , ' The use of Wikis in Education - a review of the literature ' , Blended Learning in Practice , no. Spring , pp. 52-66 . | |
dc.identifier.issn | 2041-1758 | |
dc.identifier.uri | http://hdl.handle.net/2299/13345 | |
dc.description.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 | en |
dc.format.extent | 491425 | |
dc.language.iso | eng | |
dc.relation.ispartof | Blended Learning in Practice | |
dc.title | The use of Wikis in Education - a review of the literature | en |
dc.contributor.institution | School of Computer Science | |
dc.contributor.institution | Science & Technology Research Institute | |
dc.description.status | Peer reviewed | |
rioxxterms.type | Journal Article/Review | |
herts.preservation.rarelyaccessed | true | |