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O’Bannon, B. W. & Britt, V.G. (2012). Creating/developing/using a wiki study guide: Effects on  student achievement. //Journal of Research on Technology in Education, 44,// 293-312. Reports on a study of 113 pre-service teachers. Used pre/post surveys and focus-groups interviews. Extensive practice on use of wikis before the actual project began (making a study guide). Results: subjects agreed that wiki was effective in increasing their knowledge of Web 2.0 tools and are effective tools for teaching curriculum topics to students. Hands on practice increased their knowledge the most. Subjects more likely to read and post, but not to edit work of others. Communicated more face to face, not through wiki. Suggestions: Use wiki several times before actual assignment; monitor student participation (especially around editing the work of others; teach about expectations of editing others’ work and having own work edited. Limitations: convenience sample; can’t be generalized to other populations; study was short (novelty effect)

Guo, Z., & Stevens, K. (2011). Factors influencing perceived usefulness of wikis for group  collaborative learning by first year students. //Australasian Journal of Educational Technology, 21,// 221-242. Participants were undergraduate students (205) who were given two wiki group assignments. They completed a survey at the end of the course. 86% found wiki easy to use. Technological self-efficacy had little impact on use of wikis. Students could increase their skills through learning. Students of teachers who were not enthusiastic about wikis perceived wikis as less useful. Ease of access to wikis important early on. Prior experience with wikis does influence how well wikis are used. Time spent on assignments influenced by how useful students felt wikis were. Students’ prior use of social media had small but negative effect on perceived usefulness of wiki. Suggestions: Teachers must be aware of the attitudes they bring into classroom and must have technological expertise. Students should be trained in how to use wikis early. Limitations: Participation was mandatory, so cannot be generalized to voluntary settings. Questions used to gather information were minimal, not thorough. Data was self-reported, might not be accurate.

Karasavvidis, I. (2010). Wiki uses in higher education: Exploring barriers to successful  implementation. //Interactive Learning Environments, 18,// 219-231. doi: 10.1080/10494820.500514 Participants were 38 undergraduate students. Students were required to create 5 wiki pages and to contribute information to 5 pages of other students. 3 hour training session at beginning of course where students could practice on sample wiki. Students interviewed at end of course. Results: Students reported that plagiarism was common, communication through the wiki was limited, there was fierce competition among students, they were unsure of the accuracy of their own contributions, and were nervous about editing the work of others (did not collaborate). Students did not have the knowledge or skills to use the wiki. Students are too indoctrinated to the traditional learning practices. Suggestions: Have students use non-traditional means of learning (not just lecture) so they become accustomed to them- give students time and practice using these new methods. Think about social loafing and how it affects students working on a wiki. Break wiki assignments up into smaller chunks.

<span style="font-family: "Times New Roman",serif; font-size: 12pt;">Larusson, J. A., & Alterman, R. (2009). Wikis to support the “collaborative” part of <span style="font-family: "Times New Roman",serif; font-size: 12pt;"> collaborative learning. //Computer-Supported Collaborative Learning, 4,// 371-402. doi: 10.1007/s11412-009-9076-6 <span style="font-family: "Times New Roman",serif; font-size: 12pt;">Two case studies. 1st- 18 undergraduates; trained in wiki use at beginning of course; worked in groups on project; <span style="font-family: "Times New Roman",serif; font-size: 12pt;">2nd case- 6 graduate and 3 undergraduate students; trained at beginning of course; required to blog on a class wiki <span style="font-family: "Times New Roman",serif; font-size: 12pt;">Results – in 1st case, students were focused on task; also read posts more often and more quickly after posted; scaffolding provided by teacher in case 1 important <span style="font-family: "Times New Roman",serif; font-size: 12pt;"> in 2nd case, all blogs were read at least once; several long conversations developed and were followed by students who read but did not post <span style="font-family: "Times New Roman",serif; font-size: 12pt;">Suggestions: none <span style="font-family: "Times New Roman",serif; font-size: 12pt;">Limitations: none listed

<span style="font-family: "Times New Roman",serif; font-size: 12pt;">Lin, H., & Kelsey, K. D. (2009). Building a networked environment in wikis: The evolving <span style="font-family: "Times New Roman",serif; font-size: 12pt;"> phases of collaborative learning in a wikibook project. //Journal of Educational Computing Research, 40,// 145-169. doi: 10.2190/EC.40.2.a <span style="font-family: "Times New Roman",serif; font-size: 12pt;">Participants were 18 graduate students (in 2 cohorts); students had to write or edit wiki chapters; data through interviews, classroom observation, the wiki chapters, and reflective journals <span style="font-family: "Times New Roman",serif; font-size: 12pt;">Results- students went through 3 phases when working on wiki- Exploration, Adaptation, Collaboration <span style="font-family: "Times New Roman",serif; font-size: 12pt;">Exploration- difficulties with communication; students worked individually ; Not comfortable editing others’ work; worked on separate parts then put them together- not collaborative; wiki was tool for presenting work <span style="font-family: "Times New Roman",serif; font-size: 12pt;">Adaptation- communication and relationships improved, so writing improved; collaborated more <span style="font-family: "Times New Roman",serif; font-size: 12pt;">Resolution- communication even better; students enjoyed assignments more; edited work of others more; saw different viewpoints; improved creativity <span style="font-family: "Times New Roman",serif; font-size: 12pt;">Overall positive experiences; but wikis are not naturally beneficial, takes time and practice <span style="font-family: "Times New Roman",serif; font-size: 12pt;">Suggestions: use practice article to teach students how to use wikis; encourage use of formal and informal communication tools; monitor and provide feedback to students <span style="font-family: "Times New Roman",serif; font-size: 12pt;">Limitations: different sizes of the cohorts; each cohort had to complete a different number of chapters; self-reported data can be inaccurate

<span style="font-family: "Times New Roman",serif; font-size: 12pt;">Matthew, K. I., Felvegi, E., & Callaway, R. A. (2009). Wiki as a collaborative learning tool in a <span style="font-family: "Times New Roman",serif; font-size: 12pt;"> language arts methods class. //Journal of Research on Technology in Education, 42,// 51-72. <span style="font-family: "Times New Roman",serif; font-size: 12pt;">Participants- 35 undergraduate, 2 graduate education students. Required to participate in class wiki which was made up of 40 pages on separate topics. Because of technical difficulties training only consisted of PowerPoint that had screen shots and a practice assignment. Students worked in groups on specific pages. <span style="font-family: "Times New Roman",serif; font-size: 12pt;">Data from online observations, interviews with 5 students, student reflections throughout the course and at end, emails, researcher notes <span style="font-family: "Times New Roman",serif; font-size: 12pt;">Results- students found wikis useful and could see how they would use them in their teaching; established ownership of wiki; made connections to prior knowledge and experiences and what they were studying in other classes; deeper understanding through reading others’ posts; read course material more carefully so their posts would be accurate; saw collective value of the group’s knowledge; saw collaboration as tool they can use in their teaching <span style="font-family: "Times New Roman",serif; font-size: 12pt;">Suggestions- none <span style="font-family: "Times New Roman",serif; font-size: 12pt;">Limitations- none listed

<span style="font-family: "TimesNewRomanPSMT","serif"; font-size: 16px;">So, H.-J., & Bonk, C. J. (2010). Examining the Roles of Blended Learning Approaches in Computer-Supported Collaborative Learning (CSCL) Environments: A Delphi Study. //Educational Technology & Society//, //13// (3), 189–200.

The purpose of this qualitative case study was to determine the effectiveness of collaborative learning, including Wikis. The researcher utilized the Delphi method to record the judgment of experts (//N// = 14) in the field of collaborative environments. Mixed results from panelists indicated the need for blended interaction, stating the right mix (e-learning and face-to-face) is important. Small panel size is a limitation for generalization of results. Future research needs – expand the research to a broader audience including K-12 panelists. Cognitive Learning Theory
 * “ ** That is, students are given a small group task to complete, often in a mandatory participation structure, and a technology medium such as wikis or online discussion forums are used to facilitate the collaborative writing processes” (p. 196).

<span style="font-family: "Times New Roman",serif; font-size: 12pt;">Vratulis, V., & Dobson, T. M. (2008). Social negotiations in a wiki environment: A case study <span style="font-family: "Times New Roman",serif; font-size: 12pt;"> with pre-service teachers. //Educational Media International, 45,// 285-294. doi: 10.1080/09523980802571531 <span style="font-family: "Times New Roman",serif; font-size: 12pt;">Participants: teacher education students in Canada, working in groups required to work on wiki <span style="font-family: "Times New Roman",serif; font-size: 12pt;">Exploratory case study approach <span style="font-family: "Times New Roman",serif; font-size: 12pt;">Data collected- observation, interviews <span style="font-family: "Times New Roman",serif; font-size: 12pt;">Findings- students did not want to offend others when editing their work; sense of community; linear hierarchy developed- some students moved to periphery but eventually found way to express themselves; 90% described experience as positive, valuable; students became more active participants on learning- teacher stepped back <span style="font-family: "Times New Roman",serif; font-size: 12pt;">Limitations- none listed <span style="font-family: "Times New Roman",serif; font-size: 12pt;">Suggestions- none listed