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.
Document Type
Article
Publication Date
4-25-2019
Digital Object Identifier (DOI)
https://doi.org/10.1186/s41239-019-0141-6
Related Content
The datasets generated and/or analysed during the current study are not publicly available due to the rules and guidelines of the review board at the author’s institution, but are available from the author on reasonable request.
Repository Citation
Huang, Kun, "Design and Investigation of Cooperative, Scaffolded Wiki Learning Activities in an Online Graduate-Level Course" (2019). Curriculum and Instruction Faculty Publications. 1.
https://uknowledge.uky.edu/edc_facpub/1
Included in
Curriculum and Instruction Commons, Higher Education Commons, Online and Distance Education Commons
Notes/Citation Information
Published in International Journal of Educational Technology in Higher Education, v. 16, article no. 11, p. 1-18.
© The Author(s). 2019
This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.