Wrestling and wrangling with a worrisome wiki: an account of pedagogical change in the use of a Web 2.0 technology in a first year education course

Article


Kawka, Marta and Larkin, Kevin. 2011. "Wrestling and wrangling with a worrisome wiki: an account of pedagogical change in the use of a Web 2.0 technology in a first year education course." Studies in Learning Evaluation Innovation and Development. 8 (1), pp. 38-48.
Article Title

Wrestling and wrangling with a worrisome wiki: an account of pedagogical change in the use of a Web 2.0 technology in a first year education course

ERA Journal ID20774
Article CategoryArticle
AuthorsKawka, Marta (Author) and Larkin, Kevin (Author)
Journal TitleStudies in Learning Evaluation Innovation and Development
Journal Citation8 (1), pp. 38-48
Number of Pages11
Year2011
PublisherCentral Queensland University
Place of PublicationRockhampton, Australia
ISSN1832-2050
Web Address (URL)http://sleid.cqu.edu.au/include/getdoc.php?id=1087&article=381&mode=pdf
Abstract

The delivery of higher education in online and blended modes has implications across a range of contexts – economic, pedagogic, technical and social. This article explores the tensions and contradictions of teaching in a blended learning environment in terms of its pedagogic implications. It reports on how a specific Web 2.0 technology (a wiki) was used over a four-year period with and by students in an Education Course to enhance their learning outcomes during their first year of university study.
Student feedback (qualitative and quantitative), and the personal reflections of the first author regarding her teaching approach, kept over a four-year period, provide the dataset for this article. Analysis of these data builds a story of how the wiki developed from an extraneous, inauthentic component of the course to an integral component of a successful teaching and learning experience for both the lead author and the students in the course. This story illustrates how an early career academic wrestled to develop appropriate approaches to adult education; wrangled with largely untested Web 2.0 technologies in higher education; and reaped the rewards of the use of such technologies in enhancing the educational experience of both the students and the lecturer.
Although a highly personal account of wrestling, wrangling and reaping, the article provides valuable insights into the importance of establishing and maintaining authentic pedagogic relationships in increasing online educational environments. It cautions that the development of technical skills alone is insufficient to guarantee improved outcomes for students.

Keywordswikis; learning outcomes
ANZSRC Field of Research 2020390405. Educational technology and computing
390307. Teacher education and professional development of educators
460612. Service oriented computing
Public Notes

© Copyright of articles is retained by authors. As an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

Byline AffiliationsGriffith University
Faculty of Education
Institution of OriginUniversity of Southern Queensland
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