outline

Students work on same problem/task at same time (Naismith…)
 * __Definition__**
 * Responsible for each other’s learning( [], Elgort)
 * Process is just as important as the product (Pifarre…)
 * Responsibility for learning is on students, not teacher (Dewiyanti)
 * Cooperative- problem is divided into tasks for students to work on individually (Naismith….)
 * Only interaction when putting pieces together (Guo)

Students learn teamwork – important in real-life (Elgort) Problem-solving skills (Naismith.) Students interact with material more (Cole) Increased student motivation (Guo)
 * __Benefits__**


 * __Theoretical Framework__**
 * Learning is social- Vygotsky (Bonk…)
 * Students learn from peers and others who are more knowledgeable (Lin)
 * Students learn by talking about/evaluating possible solutions (Lin)
 * Constructivism
 * Students build on prior experience to build their own understanding (Cole)
 * Cognitive structures in each student are constantly growing/changing (Cole)
 * Instructional methods need to reflect this idea (Cole)
 * Activities must be authentic ( Matthew)
 * Learner-centered, not teacher-centered (Matthew)

The "read/write" web (Hemmi) Socially-oriented (Hemmi) Requires few technical skills (Larusson) Examples (Karasavvidis) Blogs Podcasts RSS feeds Wikis
 * __Web 2.0 technology__**

strengthened bond between students (DiPietr0) more motivated- authentic audience (Bravo, Wheeler) increased collaboration (Lee) more engaged (Gibbons, Naismith & Pillington) ability to see multiple perspectives (Bonk) friendly competition (DiPietro) students found it more disciplined (Hemmi) good for collecting and organizing knowledge (Elgort) good for synthesizing and applying knowledge (Elgort) good for presenting data (not in face to face meetings)( Elgort) desire for accuracy/ correct writing b/c of authentic audience (Wheeler) more likely to read each others' work (Gibbons) can work on assignment at any time (Elgort)
 * __Wikis__**
 * __Definition__ - website that can be edited by anyone with access (Bravo)knowledge is built incrementally through changes/additions (Cole)edits/ history can be tracked (Cole)easy to learn to use (Guo, Donne)
 * How they are collaborative - anyone can edit or add to wiki (Cole); support peer interaction (Cole); non-hierarchical- no authority structure (Larusson)
 * Research on wikis in the classroom**
 * Positive effects of wikis
 * Students’ perceptions/attitudes**
 * Academics
 * Negative effects of wikis
 * Students' perceptions/attitudes**
 * offended when others edited work ( Bravo) lack of confidence in themselves (Cole) lack of participation (Allwardt, Cole) not effective as communication tool (Elgort)
 * didn't like imposed structure (Wheeler)
 * uncomfortable with technology (Wheeler, Karasavvidis)
 * issues of ownership of intellectual property (Wheeler)
 * didn't read each others' pages (Wheeler)
 * students would rather email/ work face to face (Naismith)
 * difficulty with collaboration (Naismith, Donne)
 * little privacy (Elgort)
 * students found it lonely (Hemmi)
 * afraid to edit each other's work (Karasavvidi, Donne, Lee)
 * Academics not good for evaluating data (Elgort) technical problems (Cole, Hughes)
 * uneven participation (Donne, Naismith & Pillington)
 * struggle with lack of structure (Lazda-Cazers)
 * some consider it "extra" workload (Wake & Modla)

Suggestions for use  more scaffolding/structure needed (Allwardt, Lee, Cole, Donne, Cheng & Chaue, Malaga)
 * Use class time to work on wikis (Wheele, Gibbons)
 * Discuss intellectual property rights (Wheeler)
 * Useful for tasks w/o high need for collaboration (Hughes)
 * Feedback from instructors important (Bonk)
 * Teachers need to give up role as only source of knowledge (Cole)
 * Course needs to be designed around use of wiki (Cole, Lazda-Cazers)
 * Provide incremental deadlines w/ assignment (Cole)
 * Instructors' attitudes toward use impact students- must be positive (Guo)
 * students need training in the collaborative process (Wake & Modla)

Academic achievement Good for collecting and organizing knowledge (Elgort) Gaps in the literature