An exploratory study on using wiki to foster student teachers’ learner-centered learning and self and peer assessment

Mee Wah, Eugenia NG, Yiu Chi LAI

Research output: Journal PublicationsJournal Article (refereed)Researchpeer-review

Abstract

This article discusses an exploratory study that examined whether a wiki-based project could foster
student-centered learning. Student teachers were divided into five groups to tackle a group
project which involved creating digital learning materials on wiki that could teach information
technology (IT) to secondary school students. As assessment is a part of learning, they were also
required to develop an assessment rubric to assess the wiki pages created by themselves and their
peers. It was observed that a variety of learning resources, such as videos, newspaper clippings,
and cartoons, were included in the groups’ wiki pages. The student teachers also came up with
assessment rubrics for self and peer assessment of their wiki pages by adopting or adapting assessment
rubrics available on the Internet. However, the assessment rubrics did not seem to provide
clear assessment guidelines as there were large differences among the groups in terms of
assessing the wiki pages. In sum, it appears that wiki can facilitate student-centered activities as
the statistics logs gathered from the wiki site indicated that the student teachers often revised their
wiki project materials, especially after receiving feedback from their peers and course instructors.
Original languageEnglish
Pages (from-to)71 - 84
Number of pages14
JournalJournal of Information Technology Education: Innovations in Practice
Volume11
Publication statusPublished - 2012
Externally publishedYes

Fingerprint

student teacher
Students
learning
Statistics
Group
cartoon
Internet
Feedback
newspaper
instructor
secondary school
video
student
statistics
resources

Bibliographical note

Best Papers Award from 2012 Informing Science + IT Education Conference
The authors are very thankful to all learners for participating and allowing the authors to cite their
work.

Keywords

  • assessment rubrics
  • learner-centered learning
  • self assessment
  • peer assessment
  • student teacher

Cite this

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title = "An exploratory study on using wiki to foster student teachers’ learner-centered learning and self and peer assessment",
abstract = "This article discusses an exploratory study that examined whether a wiki-based project could fosterstudent-centered learning. Student teachers were divided into five groups to tackle a groupproject which involved creating digital learning materials on wiki that could teach informationtechnology (IT) to secondary school students. As assessment is a part of learning, they were alsorequired to develop an assessment rubric to assess the wiki pages created by themselves and theirpeers. It was observed that a variety of learning resources, such as videos, newspaper clippings,and cartoons, were included in the groups’ wiki pages. The student teachers also came up withassessment rubrics for self and peer assessment of their wiki pages by adopting or adapting assessmentrubrics available on the Internet. However, the assessment rubrics did not seem to provideclear assessment guidelines as there were large differences among the groups in terms ofassessing the wiki pages. In sum, it appears that wiki can facilitate student-centered activities asthe statistics logs gathered from the wiki site indicated that the student teachers often revised theirwiki project materials, especially after receiving feedback from their peers and course instructors.",
keywords = "assessment rubrics, learner-centered learning, self assessment, peer assessment, student teacher",
author = "NG, {Mee Wah, Eugenia} and LAI, {Yiu Chi}",
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year = "2012",
language = "English",
volume = "11",
pages = "71 -- 84",
journal = "Journal of Information Technology Education: Innovations in Practice",
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An exploratory study on using wiki to foster student teachers’ learner-centered learning and self and peer assessment. / NG, Mee Wah, Eugenia; LAI, Yiu Chi.

In: Journal of Information Technology Education: Innovations in Practice, Vol. 11, 2012, p. 71 - 84.

Research output: Journal PublicationsJournal Article (refereed)Researchpeer-review

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