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The current study aimed to identify the effect of WIKI as a teaching tool on the development of critical thinking and the level of kata Empi performance among karate Youth. and that is through designing a wiki space using participatory web editors to identify their impact on developing the level of kata Empi performance and critical thinking among karate Youth. Sample from the youth of Al-Arish Sports Club under (16) years old, and it consisted of (20 youths) representing a percentage (87%) of the research community as the basic research sample, and they were divided into two groups, one of which was experimental and consisted of (10 youth). and a control group consisting of (10 youth), and the exploratory study was conducted on a sample of (6 youth) representing a percentage (23%), to conduct the scientific transactions for the tests under discussion, and the researcher excluded the players who mastered the performance of kata (Empi) and their number reached (4 youth). Statistical analyses showed that: Significant Difference between the experimental group and control group in cognitive achievement, critical thinking, and the level of skill performance of Kata Empi for post-tests to the experimental group. Under the conditions of our article, the researcher's conclusion that: the use of participatory web editors increases cognitive achievement; the method of explanation and presentation affects the level of skilful performance of kata Empi; the use of participatory web editors has a significant impact on improving the level of skill performance. [ABSTRACT FROM AUTHOR]

Harnessing the potential of wikis in teacher education is a significantly challenging task. Researchers suggest that incorporating wikis in the educational process requires a proper design rationale. This paper extends the previous research scope by proposing a wiki-based framework for organising collaborative Learning Design (LD) activities in teacher education. Aiming to exploit wiki's functionalities to foster collaborative LD tasks, cultivate LD knowledge and promote collaborative learning behaviour, the innovation of the particular framework stands in two elements. The first one is setting a blended learning context organised around five stages by adapting Salmon's model to gradually familiarise student teachers with wiki functionality, collaboration, and the LD process. The second one involves balancing individual and collaborative tasks through the five stages to cultivate trust and promote work-sharing among groups of student teachers. The proposed framework's effectiveness has been explored in an empirical study conducted in a professional graduate diploma in education offered by a Greek Higher Education Institution. Following a convergent mixed-method research design, we collected quantitative and qualitative data such as the preservice teachers' perceptions gathered through a survey questionnaire, the wiki logs and the wiki pages developed. Initial evidence is promising for the proposed framework's potential to effectively utilise a wiki for collaborative LD and LD knowledge development. Also, a quite welcome finding regarding the potential of the proposed framework is the well-accepted collaborative writing among preservice teachers showing their commitment to author their learning designs and revise the content created by their peers. [ABSTRACT FROM AUTHOR]

This article aims at presenting a didactic sequence developed for aprehension and collaborative writing of the review genre and its results. The theoretical framework of this research includes the online collaborative writing in higher education (PHILIPSON, 2008; PEJIC-BACH et al., 2016; ARAÚJO, 2019) and the re-elaborated review genre (ARAÚJO et al., 2018). Seventeen students majoring in English at a public university participated in this research. We also used, in the investigation, two modules from a module-constituted wiki project (an online course) developed in the PBworks platform. The results indicate that the students had some notion about review genre, however, they had difficulties in identifying rhetorical movements in reviews. In addition, the collaborative writing showed rhetorical movements called floating, because they move through different stages of the writing process. Finally, we conclude that reviews are re-elaborated due to their production support, bringing transformations into this genre and new ways of interaction. [ABSTRACT FROM AUTHOR]

Urban information not only makes a city, it composes a society, forms an urban landscape with its own identity that results from the participation of its inhabitants. This generation, which does not possess a systematization and socialization process that protects it, needs an easy access Wiki space; WikiBarrio, where in a democratic and participative way, information about local settlements. In a locality near the university, with a representative number of neighborhoods of informal origin, the historical retrieval was advanced, establishing interdisciplinary laboratories, with the goal of accompanying integral improvement processes. Two neighborhoods were linked and two others are planned, publishing the first issue, in alliance with some public entities, such as the District Archive. It is concluded that self-management, as a component of governance, deserves to be registered and reported in a particular way, so that it accounts for multiple forms of resistance, within the framework of the dialogue of knowledge. [ABSTRACT FROM AUTHOR]

Adapting to the information age, providing #liveintelligence to costumers, PCmediated interaction and collaborative platforms for collecting, storing, labelling, analysing and capitalizing on national security information are major changes, difficult to implement when resistance to change is very high. The change is so profound that some perceive it as an affront to their education (because their parents did not (mis)educate them). In reality, the new technologies are user friendly, they have a lot of technology based on intuition, meaning you know what to do if you know how the product of your own creation should turn out. Moreover, the introduction of modern concepts of communication and public relations such as the blog and wiki platforms, software dedicated to data analysis, can bring an unsuspected benefit, which we present below. [ABSTRACT FROM AUTHOR]

This study reports on student perceptions of working collaboratively to produce a knowledge repository. The repository was a novel use of a wiki in which a database of information was created progressively from student contributions over a period of three and a half years. The views of students in their final year of study were collected through a focus group and thematic analysis was conducted. The findings include student perceptions of working collaboratively and their views of the potential usefulness of the content for study and professional life. It was found that students prefer content that has been enriched with the personal research, ideas or experiences of the group of students, as it contains 'added value' over information readily available on the internet. Accuracy and currency of the content is a concern for students. Implications for educators considering using knowledge repositories are discussed and improvements for this implementation are identified. [ABSTRACT FROM AUTHOR]

In the process of product design, engineers usually find it is difficult to precisely find and reuse others’ empirical knowledge resources, especially the lesson-learned knowledge, which is usually not well collected by the organisation. This study proposes a novel approach, which uses a semantic-based visualised wiki system (SVWkS) to support lesson-learned knowledge reuse. The core of visualised knowledge search framework is a semantic-based topic knowledge map. The architecture of this knowledge map creation method is designed, which has five major modules: lesson-learned items pre-processing, topic extraction, topic relation computation, topic weight computation and topic knowledge map generation modules. Then a working scenario of SVWkS is briefly introduced. We have conducted three sets of experiments to evaluate quality of visualised results-knowledge map, the effectiveness of semantic-based visualised searching mechanisms and the performance of utilising SVWkS for knowledge reuse in outfitting design of a ship-building company. The first experiment shows that knowledge maps generated by SVWkS are accepted by domain experts from the evaluation since precision and recall are high. The second experiment shows a semantic-based visualised searching mechanism supported by semantic relations is more useful than a traditional keyword search in terms of precision and recall. The third experiment shows that SVWkS-based group outperforms keyword search-based group in both learning score and satisfaction level, which are two measurements of performance of utilising SVWkS. The promising results confirm the feasibility of SVWkS in helping engineers to find needed lesson-learned knowledge and reuse-related knowledge. [ABSTRACT FROM PUBLISHER]

In recent years, the incel community has been the subject of much scholarly and public fascination due to its violent and spectacular misogyny, which has resulted in acts of mass violence. In this essay, I argue that the incel psyche can best be understood through a reading of the incel wiki, which was established after a large incel community on Reddit was banned. During the ban, all of the content was lost, and in an attempt to regain their power a group of users created a wiki as a collaborative knowledge repository and archive. I argue that this archive not only serves as a way of reclaiming power via the process of embracing the incels' symbolic castration but reveals the social epistemology of the group, as well as their shared fantasies, by creating an imaginary order. As a collaborative knowledge space and archive, the wiki allows for the sublimation of incel desire. [ABSTRACT FROM AUTHOR]

Summary: Wikis are one of the most important tools of Web 2.0 allowing users to easily edit shared data. However, wikis offer limited support for merging concurrent contributions on the same pages. Users have to manually merge concurrent changes, and there is no support for an automatic merging. Real‐time collaborative editing reduces conflicts as the time frame for concurrent work is very short. In this paper, we propose extending wiki systems with real‐time collaboration. We propose an automatic merging solution adapted for rich content wikis. Our solution relies on an operational transformation algorithm defined for high level operations that capture user actions such as move, merge, and split. [ABSTRACT FROM AUTHOR]

Increasingly, firms follow the strategy of open business model innovation via the Internet. In this form of digital innovation management, firms make use of Internet platforms that allow them to integrate external customers and other stakeholders for (re-)innovation of their business models. However, the used IT tools on these Internet platforms suffer from not being able to merge the content of multiple users in an adequate way, thus the resulting business models suffer from low degrees of quality. Against this backdrop, in this research, we propose to equip these Internet platforms with a wiki technology. This would allow users to add to each other's content, to make changes or to correct mistakes. In our action design research (ADR), we could empirically validate that this leads to a higher quality in terms of business models' degree of elaboration. Since research that focusses on the design of Internet-based open BMI is still neglected, our research contributes to the literature base by being the first that answers ongoing open calls for research on this phenomenon of interest. [ABSTRACT FROM AUTHOR]

This study investigates the effects of a wiki-based collaborative writing project conducted by 71 Korean university students taking an ESP nursing course. To offset wiki's downfall - namely, lack of real communication - one treatment group had in-class face-to-face discussion slots. To analyze the effects of the learning model, students' writing samples, logs, and a post-questionnaire were analyzed. The results illustrated that the writing proficiency of both groups was enhanced, especially significant difference in mechanics (experimental) and better language use (control). The wiki provided an ideal educational environment for collaboration, as the writing processed supported step-by-step interaction. This framework promoted collaborative peer-to-peer feedback, which built up a sense of community and allowed the students to self-reflect. In turn, this led to satisfaction with the project and improved the overall quality of writings. In-class face-to-face discussion contributed to more positive attitudes about the project in general in the treatment group - it activated interaction and encouraged students to get more engaged. It also prompted them to keep track of each stage of writing, in addition to reducing their burden of arranging out-of-class meetings. Similarly, the control group appeared to be more accountable for their engagement on the wiki. [ABSTRACT FROM AUTHOR]

This article introduces the Helsinki Term Bank for the Arts and Sciences (HTB), as an innovative case of a terminology project which constructs a database of scholarly terms by offering a multidisciplinary platform for collaborative terminology work and niche-sourcing at the wiki-based internet platform. Moreover, the HTB is theorised as an Information Infrastructure (II) to present and dissect how a particular set of values is embedded and woven into the HTB's design and structure. Analysing the results of the two surveys aimed at the users and experts of the HTB in 2019, the article discusses how these values are transforming and evolving further in the HTB's multidimensional network of actors. [ABSTRACT FROM AUTHOR]

The present study reports on a collaborative writing project initiated and completed by 18 Iranian English language learners enrolled in an online writing course. Using a wiki as the core element of the project, the aim of the course was fostering learner autonomy in online settings based on the collaborative autonomous language learning framework proposed by Kessler and Bikowski (2010). The outcome of collaborative writing project was a text created in a wiki, which was manually analyzed from the very beginning of writing to the final revisions and reflections to find autonomous alterations made by student writers. The findings of the study revealed student-writers' autonomous contributions in the form of alterations to the text which were accomplished interdependently with peers through alterations such as commenting as an instance of scaffolding to reach a shared goal. Other types of autonomous alterations such as adding new information; deleting existing information; correction of information; clarification; synthesis; and reflection were observed in the final product. Frequent occurrence of peer correction with regard to content and form was a discriminating finding of the current study. Also, despite the initial goal which was completion of the project exclusively by learners, teacher intervention was witnessed throughout the process. To study the role of teacher in depth, a semi-structured interview about the roles of a teacher in a collaborative autonomous learning was conducted. The data from the interview went through a manual thematic analysis to find the themes related to the learners' perceptions of teacher's roles. The findings revealed a need for a teacher as a facilitator and resource, which highlighted students' demands for motivation and content knowledge from teacher in an autonomous contribution to completing a collaborative project. [ABSTRACT FROM AUTHOR]

Originally designed as a tool to alleviate bottlenecks associated with knowledge management, the suitability of wikis for corporate settings has been questioned given the inherent tensions between wiki affordances and the realities of organizational life. Drawing on regulatory focus theory and social cognitive theory, we developed and tested a model of the motivational dynamics underlying corporate wikis. We examined leaders (owners) and users of 187 wiki-based projects within a large multinational firm. Our findings revealed two countervailing motivational forces, one oriented toward accomplishment and achievement (promotion focus) and one oriented toward safety and security (prevention focus), that not only predicted owners' participation but also the overall level of engagement within the wiki groups. Our primary contribution is in showing that, notwithstanding the potential benefits to users, wikis can trigger risk-avoidance motives that potentially impede engagement. Practically, our findings call for an alignment between organizational procedures surrounding wiki deployment and the technology's affordances. [ABSTRACT FROM AUTHOR]

The emergence of Web 2.0 is materialized by new technologies (APIs, Ajax, etc.), by new practices (mashup, geotagging, etc.) an, by new tools (wiki, blog, etc.). It is primarily based on the principle of participation and collaboration. In this dynamic, the web mapping with spatial character or simply called Geospatial Web (or Geoweb) evolves by strong technological and social changes. Participatory GeoWeb 2.0 is materialized in particular by mashups among wikis and géobrowsers (ArgooMap, Geowiki, WikiMapia, etc.). The new applications resulting from these mashups are moving towards more interactive forms of collective intelligence. The Geodesign is a new area, which is the coupling between GIS and design, allowing a multidisciplinary team to work together. As it is an emergent term, the Geodesign has not be well defined and it requires innovative theoretical basis, new tools, media, technologies and practices to fit its complex requirements. In this document, we propose some GeoWeb 2.0 tools and technologies that could support the Geodesign process. The main contributions of the present research are firstly identifying the needs, requirements and constraints of Geodesign process as an emergent fuzzy field, and secondly offering new supports that are best meeting to the collaborative dimension of this process. [ABSTRACT FROM AUTHOR]

This study develops a framework for analyzing student comments in Wikis of group writing to inform learning assessment. It first drew on the literature to develop a framework consisting of three modules measuring student interaction, meaning construction and thinking development in the writing process. In-service teachers were interviewed to ensure framework practicality and inform subsequent refinement. A sample of 1,482 Wiki page comments was collected from 48 groups of secondary school students in Hong Kong to test the developed framework. Statistical analyses and association rule mining were conducted to the coded data to explore the relations among coding categories. This study aims to raise the attention on page comments in the analysis of student activities in Wiki and provided empirical evidence on category relations, which will be instructive for further research and practice in Wiki-supported learning. [ABSTRACT FROM AUTHOR]

Online learning has become an established and customary way for adults to learn. Adult educators are challenged with promoting learner engagement through online collaborative teaching practices, such as wiki-based learning experiences. Although much literature was available regarding use of wikis to promote writing processes among adults, little literature was available that explored how use of wikis promotes the thinking that occurs prior to writing. This study used a convergent parallel mixed methods research design to explore the preliminary perceptions of adult learners who participated in wiki-based online collaborative learning experiences as a way to stimulate their thinking for subsequent writing tasks. Participants (n = 25) were graduate-level learners enrolled in an online educational research course. Data were collected via a pre- and post-questionnaire administered at the inception and conclusion of three wiki-based online collaborative learning experiences. Quantitative data were analyzed using paired samples t tests to explore perceptions of usefulness and ease of use, which resulted in two statistically significant findings. Qualitative data were analyzed using descriptive analysis techniques to explore perceptions related to benefits and challenges with wikis to stimulate thinking, which identified four themes. Findings and limitations of this study were discussed, as well as implications for practitioners. [ABSTRACT FROM AUTHOR]

This article explores the feasibility of employing cooperative program editing tools in teaching programming. A quasi-experimental study was conducted, in which the experimental group coedited the programs with peers using the wiki. The control group co-edited the programs with peers using only the face-to-face approach. The findings show that the co-editing platform was effective in assisting collaborative learning of programming, especially for program implementation. By observing editing histories, students could compare programs and then reflect more deeply about programming. The use of the wiki history tool also helped to illuminate nonlinear and dynamic procedures utilized in programming. Students who engaged more in the collaborative programming or interacted more with partners on the wiki showed greater program implementation achievements. The major benefit of using the wiki was the enhanced ability to observe the dynamic programming procedure and to encounter programming conflicts, which contributed to the process of procedural knowledge acquisition and elaboration. [ABSTRACT FROM AUTHOR]

In today’s global Aerospace industry, virtual workspaces are commonly used for collaboration between geographically distributed multidisciplinary teams. This study investigated the use of wikis to look at communication, collaboration and engagement in ‘Capstone’ team design projects at the end of an engineering degree. Wikis were set up for teams of engineering students from different disciplinary backgrounds and years. The students’ perception of the usefulness of the tool were surveyed and the user contribution statistics and content categorisation were analysed for a case study wiki. Recommendations and lessons learned for the deployment of wikis are provided for interested academic staff from other institutions. Wikis were found to be of limited use to investigate levels of communication and collaboration in this study, but may be of interest in other contexts. Wikis were considered a potentially useful tool to track engagement for Capstone design projects in engineering subjects. [ABSTRACT FROM AUTHOR]

Purpose Scholars and practitioners alike view knowledge as a crucial organisational asset. Over the past decade, several knowledge management (KM) technologies have emerged, such as wikis. A wiki is a web-based hypertext application that supports a collaborative and conversational approach to KM. While wikis are generally simple to use, their adoption for managing organisational knowledge sometimes meets resistance from employees. The purpose of this paper is to investigate the factors affecting the user acceptance of organisational wikis as a means of knowledge creation and diffusion.Design/methodology/approach Building on the existing research on KM and information technology adoption, this study identified the following factors: the relevance of top management support for and complexity of enterprise wikis as well as technical support and knowledge-sharing self-efficacy. A cross-sectional survey was employed to examine the influence of these factors on employees’ acceptance of corporate wikis. Overall, 102 employees participated in the online survey, and the data collected were analysed using the partial least squares method.Findings The research model developed demonstrates that top management support, technical support and knowledge-sharing self-efficacy have a positive significant effect on employees’ willingness to use wikis for knowledge-creation purposes within organisations.Originality/value The findings of this study contribute to the existing literature on the implementation of wikis as a KM technology by developing a theoretical model explaining employees’ acceptance of this technology. Organisations could use this model to guide and facilitate wiki initiatives. [ABSTRACT FROM AUTHOR]

Web 2.0 technologies, such as wikis, can play a key role in promoting interaction, delivering education and providing communication between students. However, most of the existing literature does not seem to consider relationships between designing wiki-based learning activities and the student acceptance of this technology. The purpose of the study was to investigate the acceptance of students when making use of wikis in an undergraduate course at a university in the Eastern Cape Province of South Africa. The study made use of a quantitative approach whereby an online questionnaire was distributed to 113 students involved in an undergraduate course. A forty per cent response rate was recorded while data were analysed making use of descriptive and inferential statistics. The study found that the majority of the students did experience the wiki as useful to improve collaboration in the course, however, there are fears about content being vandalised and plagiarised. Therefore, students will not voluntarily make use of the wiki despite the numerous advantages the technology can offer. The study recommends that students should be educated on the potential benefits of a wiki to improve collaboration before it is implemented in order to positively impact the perceptions and use by the students. [ABSTRACT FROM PUBLISHER]

A course wiki is an active environment in which students not only solve problems, but also find their own problems (Bransford, Brown, & Cocking, 1999). Wikis are novel, immersive environments requiring active participation, which enable students to build knowledge within a secure online setting (Hadjerrouit, 2011). This contribution traces a graduate student's journey through a Master of Education program, using a course wiki as a repository for the knowledge and experiences he has gained over the course of three years. A chronological account of his progress throughout the program is showcased here as a capstone project. [ABSTRACT FROM AUTHOR]

This paper is a reflection of my own individualistic participation in the EDUC 5001G: Principles of Learning (PoL) class wiki assignment. Specifically, I investigate the need for increased scaffolding strategies to facilitate direct collaboration among its participants. In order to do this, I first conducted a preliminary examination of the efficacy and suitability of wikis as tools for knowledge construction as well as some of the strategies that have been documented in their implementations. The examination revealed that although wikis have proven to be expedient tools to foster collaborative knowledge construction, the social aspects of the activity need to be reinforced in formal learning environments. Accordingly, an analysis of my own and other students' behaviour, in different documented cases of wiki application, indicated that predispositions to work independently may be aggravating factors inhibiting the natural occurrence of collaborative events. Finally, my conclusions reiterated the critical role of the facilitator in scaffolding collaborative behaviour to overcome students' inclinations to complete wiki assignments autonomously. Examples of scaffolding strategies discussed include: structuring wiki activities according to relevant theoretical frameworks, encouraging students to use existing avenues for communication and providing alternatives, and assigning students to specific and differentiated roles. This paper contributes to existing literature which has emphasized the need for an established framework to guide effective wiki implementation in formal education settings. [ABSTRACT FROM AUTHOR]

This paper explores the potential for students to engage in social constructivist (Vygotsky, 1978) learning through the development of a course wiki. As a requirement of the Principles of Learning (PoL) course, at the University of Ontario Institute of Technology, students are tasked with building a collection of online, student-authored learning resources. By providing an account of my experiences as a graduate student contributing to a course wiki for the first time, in relation to relevant learning theories, I am able to outline how I progressed from a novice wiki contributor to a confident content creator. In critical reflection, both the hesitancies and achievements I met while taking part in this active learning assignment help to provide insight into the types of obstacles that can occur when working on a course wiki. With a deeper awareness of discovery-based learning and additional scaffolding supports from the instructor, I believe that I could have better engaged with the social constructivist aspects of the wiki and opportunities to collaborate with my peers. Overall, I have found that the course wiki allowed me to take active ownership of my learning while engaging in higher order cognitive processes (Biasutti & EL-Deghaidy, 2012). [ABSTRACT FROM AUTHOR]

Background: Biological sciences are characterised not only by an increasing amount but also the extreme complexity of its data. This stresses the need for efficient ways of integrating these data in a coherent description of biological systems. In many cases, biological data needs organization before integration. This is not seldom a collaborative effort, and it is thus important that tools for data integration support a collaborative way of working. Wiki systems with support for structured semantic data authoring, such as Semantic MediaWiki, provide a powerful solution for collaborative editing of data combined with machine-readability, so that data can be handled in an automated fashion in any downstream analyses. Semantic MediaWiki lacks a built-in data import function though, which hinders efficient round-tripping of data between interoperable SemanticWeb formats such as RDF and the internal wiki format. Results: To solve this deficiency, the RDFIO suite of tools is presented, which supports importing of RDF data into Semantic MediaWiki, with metadata needed to export it again in the same RDF format, or ontology. Additionally, the new functionality enables mash-ups of automated data imports combined with manually created data presentations. The application of the suite of tools is demonstrated by importing drug discovery related data about rare diseases from Orphanet and acid dissociation constants from Wikidata. The RDFIO suite of tools is freely available for download via pharmb.io/project/rdfio. Conclusions: Through a set of biomedical demonstrators, it is demonstrated how the new functionality enables a number of usage scenarios where the interoperability of SMW and the wider Semantic Web is leveraged for biomedical data sets, to create an easy to use and flexible platform for exploring and working with biomedical data. [ABSTRACT FROM AUTHOR]

Knowledge management (KM) has now become a key focus for many modern organisations in today's knowledge-based economy era. KM helps organisations leverage knowledge, an important asset that is necessary to maintain a competitive advantage. Wiki is an emerging information technology (IT) that has become promising collaborative system for knowledge management. Wikis are, essentially, web-based hypertext applications which entail and enable a collaborative authoring, information flow, and communication in a bidirectional way. The literature shows that Wikis implementation is challenging, and most of the critical challenges are faced by individual users. Therefore, this research investigates the benefits, as well as the challenges of using Wikis for KM from a user's perspective. A qualitative approach was used in a multi-method investigation, combining observations and one-to-one interviews. The study found that despite its considerable benefits introducing a Wiki for KM comes with challenges. These challenges are classified into technical, individual, and work context issues. [ABSTRACT FROM AUTHOR]

Concerning the effectiveness of using wikis for project-based learning in higher education, this study compared the perceptions and actions among students in three undergraduate courses of different disciplines, English Language Studies, Information Management, and Mechanical Engineering, who used wikis in their course assignments. Using a triangulation methodology, the study shows that students mostly hold positive attitudes towards the use of wikis for project-based learning. However, significant differences exist in 5 aspects, such as “Motivation” and “Knowledge Management”, in the questionnaire among all participants. Additionally, the level of participation and core actions on the wikis vary among students of the three disciplines. These findings can be explained by the variations in participants' previous learning experiences, their technical backgrounds and the relationship between learning goals and collaborative learning. A series of insights are offered in the context of the use of wikis in project-based learning in higher education. [ABSTRACT FROM AUTHOR]

Wikis mainly distribute user-generated content over the article and its corresponding talk page. While educational research provides article-related suggestions for learner's support, research has rarely analyzed the potentials of supporting learning-related processes at the talk page level. With the presented experiment, we address this issue by investigating effects of visual controversy awareness information on content-related discussion threads. Such information can induce socio-cognitive conflicts which research assumes to be beneficial for learning, particularly when contradictory evidence leads Wiki discussions. We investigated how controversy awareness highlighting as implicit guidance directs students' ( N = 81) navigation and learning processes as wells as their internalized knowledge representations. Results indicate that the implementation of controversy awareness representations helped students to focus on selecting meaningful discussion threads. Our findings suggest that Wiki talk page users can benefit from additional structuring aids and increase their learning outcome when being aware of occurring controversies. [ABSTRACT FROM AUTHOR]

The wiki has empowered collaborative writing in L2 classes during this decade. Previous studies investigated wiki writing processes, including students' contribution to wiki texts and patterns of interaction, but scarce is the research on the quality of wiki writing products in relation to peer interaction during writing processes. This article reports a case study that examined collaborative wiki writing texts, and explored the links between wiki-mediated interactions and wiki products when four small groups of ESL students performed a research proposal writing task in an English for Academic Purposes course. We examined the qualities of wiki group writing products by analyzing features of rhetorical structure, coherence, and accuracy, supplemented with the scores given by two raters. Based on previously reported results on group interactions (Li, 2014; Li & Kim, 2016), we also explored the connections between writing products and patterns of interaction in the wiki writing task environment. Results revealed that Group 1, which demonstrated a collective pattern, produced the research proposal of the highest writing quality, particularly in the areas of rhetorical structure and coherence, followed by Group 2 that exemplified an expert/novice pattern. Group 3 and Group 4 that exhibited a dominant/defensive pattern and a cooperating-in-parallel pattern respectively produced research proposals of relatively low quality. We explained the links between wiki interactions and products by drawing on scaffolding and co-ownership. [ABSTRACT FROM AUTHOR]

Although wikis have been widely adopted to support collaborative writing in undergraduate classrooms, educators remain concerned about the level of student participation. Using regulation theories to design interventions in the form of activities, we examined their effects on collaborative writing on wikis. Results demonstrate that with the interventions, undergraduate confidence in using writing strategies significantly increased and anxiety about writing significantly decreased. An analysis of log files saved on wikis showed that many students actively engaged in the collaborative writing process on their wikis. Suggestions are provided for instructors and educational developers. [ABSTRACT FROM AUTHOR]

Collaborative problem solving (CPS) can support online learning by enabling interactions for social and cognitive processes. Teachers may not have sufficient knowledge to support such interactions, so support needs to be designed into learning modules for this purpose. This study investigates to what extent an online module for teaching nutrition in secondary school science, using a wiki for CPS, enables interactions, and social and cognitive processes. The module was implemented with 31 volunteer participants. Data collected from the online communications was analyzed for the types of interactions and processes based on the Community of Inquiry Framework. This was triangulated using transcripts of interviews with students. In addition, pretests and posttests were conducted to determine whether the learning outcomes were achieved. Analysis of the online communications showed that the interactions were mainly between learner and content (64.4%), with a large portion of cognitive processes (69.3%) but little social (4.0%), attitudes (9.9%), teaching processes (12.9%) and noise (5.9%). The findings suggest that the module could be used to improve outcomes of learning and encourage interactions for cognitive processes and online presences. The findings may provide insights in encouraging CPS for learning science online. [ABSTRACT FROM AUTHOR]

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The data requirements of many socio-environmental system (SES) modelling studies have increased substantially in recent years. This has made the already challenging task of data compilation, retrieval, and sharing progressively more difficult. Recognising the current lack of best practice for knowledge management in SES modelling studies, we propose using SES wikis as a means of addressing these challenges. Wikis have attributes that make them well suited to complex knowledge management tasks and their hierarchical, interconnected, algorithmic logic closely fits with the logic needed in SES model design. In this article, we describe how wikis can be used at each stage of the SES modelling cycle, and we discuss our experiences of putting the approach into practice. We conclude that while SES wikis can be time consuming to initially develop, they have the potential to significantly improve the quality, transparency, and efficiency of SES modelling projects. • SES modelling lacks established guidance for collaborative knowledge management. • Wikis are a promising approach to integrate knowledge on interconnected subjects. • We share experiences of utilising the wiki method in the development of an ABM. • We offer guidance for SES modellers to leverage wikis within the modelling cycle. [ABSTRACT FROM AUTHOR]

Objective: People living with complex regional pain syndrome (CRPS) experience frustration with the lack of knowledge and understanding of CRPS as a pain condition. We report on our attempt to address this issue.Methods: People living with CRPS taking part in a larger study were invited to co-construct a CRPS wiki page that addressed the areas in which they had experienced the most difficulty. A blank wiki page was set up for participants to populate with issues they felt needed to be raised and addressed.Results: Participants failed to engage with the wiki technology. We modified our procedure and completed an inductive analysis of a sister-forum which participants were using as part of the larger study. Six issues of importance were identified. We used the discussion forum threads to populate the themes. Due to a continued lack of engagement with the wiki technology, the team decided to create a suite of leaflets which were piloted with delegates at a CRPS patient conference.Conclusions: Future work should be mindful of the extent to which patients are able and willing to share their experiences through such technology. Striking the balance between patient-endorsed and researcher-driven co-creation of such material is imperative. [ABSTRACT FROM AUTHOR]

Wikis provide users with opportunities to post and edit messages to collaborate in the language learning process. Many studies have offered findings to show positive impact of Wiki-based language learning for learners. This paper explores the effect of collaborative task in error correction for English as a Foreign Language learning in an online (Wiki) language exchange programme (Chinese and English) between China and the UK. The current study was conducted with students studying an English module at an international university, China. They worked with students studying a Chinese language course at a university in the UK on a collaborative writing project. The results indicate that learners provided positive comments on using Wikis for collaborative learning to practise their language skills, particularly with specifically designed tasks integrated into their language courses. Students enjoyed correcting language errors for each other on the Wiki. In addition, the results suggest that students improved their writing skills. [ABSTRACT FROM PUBLISHER]

Nowadays, the expansion of new technologies in developed countries requires their inclusion in the higher educational systems, focused on the development of new skills to promote a continuous and independent learning process for the students. Internet technologies have reached a wide social diffusion, mainly among young people, and therefore the use of digital technologies at university, from smartphone apps to online collaboration tools, is becoming more and more embedded. This article describes the exploration of using wiki to promote the study of a degree in Pharmacy, particularly in the area of Pharmaceutical and Organic Chemistry, by creating a collaborative network that encourages group interaction instead of individual achievement. Our initiative is aimed at developing a number of skills and abilities of students and improving their academic performance and their comprehensive training. This work has been carried out with students, who followed Pharmaceutical Chemistries I and II, compulsory courses of the degree in Pharmacy, and it has been extended to other compulsory (Organic Chemistry II) and optional courses (Advanced Chemistry of Drugs), for a total of 200 students. Students have worked in teams on topics related to the subjects above indicated and have used wiki to develop their work. Opinion polls have shown a degree of satisfaction between high and very high in their performance, highlighting the benefits of using wiki in learning. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to investigate the process and interaction among group members using wikis to produce collaborative writing (CW) projects, and to compare their collaborative behavior among students at different levels of education. Design/methodology/approach – The study investigated the participation and collaboration of Hong Kong primary school, secondary school, and university students in the process of developing their wiki-based CW projects. Both qualitative and quantitative data were obtained from analyzing the revision histories and the content of wiki pages. Findings – Results indicated that the level of education significantly affected student CW actions, and their interaction and coordination behavior to co-construct the work. Also, the frequency of collaborative activities varied noticeably among the primary, secondary, and university students. Practical implications – The study enriches our understanding of the complex and dynamic process of CW using wikis. It has practical implications on why and how the pedagogy and technology should be implemented differentially for the students at three different levels of education to facilitate collaborative knowledge construction. Originality/value – Research to date is still lacking an in-depth knowledge about the processes and activities involved when students write collaboratively on wikis. Also, no study has yet compared the collaborative behavior among students at different levels of education. The results of this study contribute to the development of new and appropriate modes of group-based collaborative learning at all levels of the education system for the twenty-first century. [ABSTRACT FROM AUTHOR]

This state-of-the-art review research undertook a survey of a variety of studies regarding wiki-based collaborative writing projects and from this body of work extracted the best practices tenets of facilitation. Wiki-based collaborative writing projects are becoming more common in second language (L2) pedagogy. Such projects have multiple aims. These include, among other benefits, L2 acquisition, P2P learning, collaboration and immersion in new technologies that will inform the social and professional lives of the students. By mining a variety of wiki-based collaborative writing projects for the specific meta and secondary facilitation practices, the researchers were able to develop a general framework that will assist instructors of university or advanced high school students who wish to engage their students in such projects. The attributes of good facilitation that the researchers have isolated are by no means exhaustive, nor are they a guarantee of successful outcomes. These attributes do, however, provide a good starting point for any teacher or instructional designer who wants to provide an environment that fosters student satisfaction, motivation and learning. [ABSTRACT FROM AUTHOR]

We describe the positive effects that the using of two Web 2.0 tools (blogs and wikis) produce in several psycho-educational variables through the literature review of thirty and two international empirical studies publish in last four years (2010-2013) in impacts journals. The results evidence that the use of blogs and wikis promotes the collaboration, the participation the social interaction and socialization, at the same time these tools increase the motivation, the satisfaction, the performance and the feedback and this tools favour the developing of critical and creative thinking skills. [ABSTRACT FROM AUTHOR]

Wikis, being one of the popular Web 2.0 tools, have impacted students' engagement and performance particularly in the aspects of second and foreign language learning. While an increasing number of studies have focused on the effectiveness of wiki in improving students' writing skills, this study was conducted to examine the attitudinal factors that influence English as a Second Language (ESL) students' group collaboration in using wikis for a writing task that was divided into three phases: pre-writing, individual-construction, joint-constructions. Data collected from these students after completing this task was analyzed based on three attitudinal aspects: motivation, perceived usefulness, and perceived ease of use. The findings reveal high mean scores for all aspects. Further multiple regression analysis reveals that motivation is the most important factor associated with group collaboration, indicating the need to boost students' motivation to encourage effective collaboration in completing wiki writing tasks. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to investigate the Wiki and its influence on the anxiety produced during cross-cultural web-based collaborative learning sessions. Design/methodology/approach – In total, 49 high school students participated in transnational collaborative learning and engaged in a one-month Google Wiki activity. A transnational collaborative learning anxiety inventory was used to measure the anxiety of the participants, which included the dimensions of social anxiety, foreign language anxiety, and computer anxiety. In addition, platform usage records were compiled using Google Wiki user records and participation process checklists. Relative data derived from these two items were compared with the questionnaire data. Findings – The results indicated that participants who had experience with Wiki transnational collaborative learning exhibited significantly reduced SA and FLA. Participation process and user records revealed that embedding videos; responding to content created by others; proofreading and editing the content of others; updating layouts; underlining text, changing the font, and color coding; and increasing the number of edits reduced FLA. The number of times edits and responses were produced was correlated with decreases in SA. Originality/value – The causes and effects of transnational collaborative learning have concurrently received attention. However, studies on Wiks and their impact on the anxiety produced during cross-cultural Web-based collaborative learning are limited. Therefore, Google Wiki was used in this study as the medium through which the effects of Wiki participation on anxiety resulting from transnational collaborative learning were explored. [ABSTRACT FROM AUTHOR]

Web 2.0 tools are becoming increasingly pervasive in higher education, and as a result, there is increasing interest in the use of online feedback activities. This study investigated students’ actual experiences and perceptions using social media, Wiki and Facebook, tools to provide peer feedback on students’ instructional material projects and to compare students’ experiences and perceptions of using Facebook and Wiki environments as a peer feedback tool. A total of 51 students responded to the questionnaire, and 14 students were also interviewed. A combination of quantitative and qualitative methods was employed to analyze the data. Results suggest that students benefited while engaging in the peer feedback process on both Wiki and Facebook. The data also indicated that the incorporation of Wiki and Facebook as a peer feedback tool improved critical thinking skills and improvement of material produced. [ABSTRACT FROM AUTHOR]