Abstract
Informed by the literature on community of inquiry, wikis in education, and scaffolding in technology-supported learning environments, this study reports the design, implementation, and investigation of wiki-supported cooperative learning activities in an online graduate-level theories class. The investigation of emerging research questions revealed students’ participation patterns in the wiki learning activities, the relationship between their participation and course performance, and the students’ experiences with the scaffolding strategies designed to support their cooperative activities. The study offers implications for designing and scaffolding wiki-based cooperative learning.
Highlights
Online teachers are faced with the challenge of fostering communities of inquiry in online classes through the development of teaching, cognitive, and social presences (Garrison, Anderson, & Archer, 2000)
The researcher, who was the instructor of a graduate-level foundational theories online class, designed and implemented cooperative learning experiences using wikis as a pedagogical tool, with the goal of facilitating students’ understanding materials and preparing them for higher-order, collaborative learning
The design of the wiki-based cooperative learning activities was informed by a survey of the literature on the affordances and constraints of wikis in education, and on the use of scaffolding in technology-supported learning environments
Summary
Online teachers are faced with the challenge of fostering communities of inquiry in online classes through the development of teaching, cognitive, and social presences (Garrison, Anderson, & Archer, 2000). The researcher, who was the instructor of a graduate-level foundational theories online class, designed and implemented cooperative learning experiences using wikis as a pedagogical tool, with the goal of facilitating students’ understanding materials and preparing them for higher-order, collaborative learning. The design of the wiki-based cooperative learning activities was informed by a survey of the literature on the affordances and constraints of wikis in education, and on the use of scaffolding in technology-supported learning environments. This article begins with a review of the theoretical frameworks, followed by a detailed account on the design of the wiki learning activities. The research questions emerged in the implementation of the learning activities prompted the researcher to investigate and report in this study
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