Concerning the effectiveness of using wikis for project-based learning in higher education, this study compared the perceptions and actions among students in three undergraduate courses of different disciplines, English Language Studies, Information Management, and Mechanical Engineering, who used wikis in their course assignments. Using a triangulation methodology, the study shows that students mostly hold positive attitudes towards the use of wikis for project-based learning. However, significant differences exist in 5 aspects, such as “Motivation” and “Knowledge Management”, in the questionnaire among all participants. Additionally, the level of participation and core actions on the wikis vary among students of the three disciplines. These findings can be explained by the variations in participants' previous learning experiences, their technical backgrounds and the relationship between learning goals and collaborative learning. A series of insights are offered in the context of the use of wikis in project-based learning in higher education.

The effectiveness of wikis for project-based learning in different disciplines in higher education

As it provides a firm foundation for advancing knowledge, a solid literature review is a critical feature of any academic investigation. Yet, there are several challenges in performing literature reviews including: i) lack of access to the literature because of costs, ii) fracturing of the literature into many sources, lack of access and comprehensive coverage in many databases and search engines, and iii) the use of proprietary software lock-in strategies for bibliographic software, which can make porting literature reviews between organizations cumbersome and costly. These challenges often result in poor quality literature reviews completed by a single researcher unfamiliar with the approaches to the same research in other sub-fields and static reviews that are often lost to the scientific community. In this paper, an open source approach will be expanded to the application of improving the quality of literature reviews by providing best practices. Although there are many types and goals of literature reviews, it is found that all of them can be improved using a tool chain of free and open source software (FOSS) and methods. Specifically, this paper will provide a clear framework for i) comprehensive searching and obtaining access to the literature, ii) the use of FOSS for all steps including browsing, bibliographic software, and writing and iii) documenting a literature review to encourage collaboration of a dynamic document that lives into the future. This approach solves the current challenges of literature reviews and provides benefits of lower labor and economic costs, improved researcher control, and increased potential for collaboration. Finally, the challenges of using this approach and methods to overcome them are reviewed and future work is described.

/pdf/how-to-perform-a-literature-review-with-free-and-open-source-4syz2b67r3.pdf

How to perform a literature review with free and open source software

The aim of this research is to identify students’ perception of the utilization of wikis, LINE, and flipped teaching strategies in a Research Methodology course at a university in Taiwan. Q-methodology, a combination of qualitative and quantitative research, was employed for this study, and sixteen participants were asked to rank-order 30 statements related to the integration of wikis and LINE in a flipped classroom. Correlation, a centroid factor analysis, and judgmental rotation were used to identify the significant factors. The two factors that represented groups of participants with a similar perception were extracted and the results were as follows; (1) learners could be divided into those with a strong positive feeling about group-based activities and self-paced learning (Collaborative Achiever) and those who had a positive reaction to collaboration, but expressed concern about tension caused by competition (Collaborative Competitor), and (2) all the participants agreed that they were highly engaged and motivated when using Wikispaces and LINE in the flipped classroom based on the advantages of a timely and easy-to-use IT environment, self-regulated learning, virtual community companion, collaborative work, and the building and sharing of knowledge. The theoretical and practical implications of the results were discussed.

/pdf/utilizing-wikis-and-a-line-messaging-app-in-flipped-2df3q9lcw2.pdf

Utilizing Wikis and a LINE Messaging App in Flipped Classrooms

This study explored how experienced faculty are using social media to support student learning. It analysed the types of social media learning activities (SMLAs), their design, the cognitive processes that they support, and the types of knowledge that students engage in when completing SMLAs. Data gathered from five different cases of six faculty using social media in their courses revealed that social media has the potential to support student learning and promote different levels of cognitive processes and types of knowledge. Results also revealed that experienced faculty select social media tools based on their technology features or their popularity in the field of study, and they recommend integrating several media sources in the design of a single SMLA. Furthermore, this study suggested that experienced faculty who use social media, specifically wikis and blogs, use them as Learning Management Systems. Finally, the social factor of social media was not evident in the design of the learning activities, and faculty reported promoting more dialogue in their revised SMLA. The findings of this study yielded significant considerations for faculty when designing SMLA.

/pdf/social-media-learning-activities-smla-implications-for-12rmvsv1vm.pdf

Social Media Learning Activities (SMLA): Implications for Design

This article presents the results of a systematic critical review of interdisciplinary literature concerned with digital text (or e-text) uses in education and proposes recommendations for how e-texts can be implemented for impactful learning. A variety of e-texts can be found in the repertoire of educational resources accessible to students, and in the constantly changing terrain of educational technologies, they are rapidly evolving, presenting new opportunities and affordances for student learning. We highlight some of the ways in which academic studies have examined e-texts as part of teaching and learning practices, placing a particular emphasis on aspects of learning such as recall, comprehension, retention of information and feedback. We also review diverse practices associated with uses of e-text tools such as note-taking, annotation, bookmarking, hypertexts and highlighting. We argue that evidence-based studies into e-texts are overwhelmingly structured around reinforcing the existing dichotomy pitting print-based (‘traditional’) texts against e-texts. In this article, we query this approach and instead propose to focus on factors such as students’ level of awareness of their options in accessing learning materials and whether they are instructed and trained in how to take full advantage of the capabilities of e-texts, both of which have been found to affect learning performance. Published: 3 November 2017 Citation: Research in Learning Technology 2017,  25 : 1976 -  http://dx.doi.org/10.25304/rlt.v25.1976

/pdf/print-versus-digital-texts-understanding-the-experimental-4zosr3yl42.pdf

Print versus Digital Texts: Understanding the Experimental Research and Challenging the Dichotomies

Wikis for group work: encouraging transparency, benchmarking and feedback

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Wikis for group work: encouraging transparency, benchmarking and feedback