Entry-level tertiary student perceptions of challenges when using a wiki : trust and peer teaching
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Authors
Hammond, Kay
Powell, Catherine
Powell, Catherine
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Grantor
Date
2017-09-07
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Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
New Zealand
wikis
blended learning
Unitec courses
Certificate in Community Skills (CCS)
peer-teaching
online learning
APA referencing style
transition education
entry-level students
wikis
blended learning
Unitec courses
Certificate in Community Skills (CCS)
peer-teaching
online learning
APA referencing style
transition education
entry-level students
ANZSRC Field of Research Code (2020)
Citation
Hammond, K. and Powell, C. (2017). Entry-level tertiary student perceptions of challenges when using a wiki: Trust and peer teaching, Occasional and discussion paper series. 2017(1) ISSN 2324-3635 Retrieved from http://www.unitec.ac.nz/epress.
Abstract
Wikis are widely used in blended learning educational settings with varying degrees of success. Scholarly attention increasingly regards student perceptions and experiences of using wikis as part of ongoing development. Students in entry-level education often belong to high-needs target groups who particularly require positive experiences for successful transition into tertiary education. This paper reports action research exploring the use of a wiki by certificate-level students at a tertiary institution. The results showed most students did not engage with the wiki. Qualitative student feedback revealed valuable insight into two major social challenges when interacting online: trust and difficulties with peer-teaching. Recommendations are made regarding these social challenges that should be considered by educators aiming to use a wiki or other collaborative online learning and teaching spaces for entry-level education.
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Unitec ePress
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Copyright notice
Entry-level tertiary student perceptions of challenges when using a wiki: Trust and peer teaching by Kay Hammond and Catherine Powell is licensed under a Creative Commons AttributionNonCommercial 4.0 International License.
Attribution-NonCommercial-NoDerivs 3.0 New Zealand
Attribution-NonCommercial-NoDerivs 3.0 New Zealand