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 Wiki-mediated peer review process: Participation and interaction
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Tác giả hoặc Nhóm tác giả: Nguyễn Văn Long
Nơi đăng: In E. McKay (Ed.), ePedagogy in Online Learning: New Developments in Web Mediated Human Computer Interaction; Số: Hershey, PA: IGI Global;Từ->đến trang: 134-155;Năm: 2013
Lĩnh vực: Giáo dục; Loại: Bài báo khoa học; Thể loại: Quốc tế
TÓM TẮT
The focus of this chapter is to explore if the collaborative potential offered by wikis translates into actual practice. The study examines the peer review process of 20 groups of English as a foreign language (EFL) students from two classes, i.e. paper-based class and wiki class, of a (Bachelor of Arts) BA in Teaching English as a Foreign Language (TEFL) program in a large university in Central Vietnam. Data analysis shows that the user-friendly wikis afford learning opportunities in two levels of analysis, namely participation and interaction, which lead to a high degree of information synthesis in the collaborative learning process. In terms of quantity, the multi-way nature of wiki-based exchanges confirms its characteristic of an ‘architecture of participation’. Likewise, the quality of the online peer review process is confidently affirmed in all three themes of collaborative interaction, i.e. socioaffective, organizational, and sociocognitive. It is concluded that the online platform of wikis turns the peer review process into a networking of both the academic and the social; and that wikis support a non-linear nature of collaborative learning.
ABSTRACT
The focus of this chapter is to explore if the collaborative potential offered by wikis translates into actual practice. The study examines the peer review process of 20 groups of English as a foreign language (EFL) students from two classes, i.e. paper-based class and wiki class, of a (Bachelor of Arts) BA in Teaching English as a Foreign Language (TEFL) program in a large university in Central Vietnam. Data analysis shows that the user-friendly wikis afford learning opportunities in two levels of analysis, namely participation and interaction, which lead to a high degree of information synthesis in the collaborative learning process. In terms of quantity, the multi-way nature of wiki-based exchanges confirms its characteristic of an ‘architecture of participation’. Likewise, the quality of the online peer review process is confidently affirmed in all three themes of collaborative interaction, i.e. socioaffective, organizational, and sociocognitive. It is concluded that the online platform of wikis turns the peer review process into a networking of both the academic and the social; and that wikis support a non-linear nature of collaborative learning.
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