Entry-level tertiary student perceptions of challenges when using a wiki : trust and peer teaching
Hammond, Kay; Powell, Catherine
Citation:Hammond, K. and Powell, C. (2017). Entry-level tertiary student perceptions of challenges when using a wiki: Trust and peer teaching. (Unitec ePress Occasional and Discussion Paper Series 2017/1). Auckland, New Zealand. Unitec ePress. ISSN 2324-3635 Retrieved from http://www.unitec.ac.nz/epress.
Permanent link to Research Bank record:https://hdl.handle.net/10652/3950
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.
Keywords:New Zealand, 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:130306 Educational Technology and Computing
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.
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