The good, the bad and the wiki: Evaluating student-generated content for collaborative learning

By Steve Wheeler, Peter Yeomans, Dawn Wheeler. British Journal of Educational Technology, 2008

593 citations recorded by the source corpus.

Subfields: Communication, Computer Science Applications, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/932c8e0a9089d394abbde027dcf8097ece137cbf

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Communication

1. Ina Blau
2. Waleed Mugahed Al-Rahmi
3. K. Mills

In Computer Science Applications

1. K. Mills
2. Avner Caspi
3. Ina Blau

In Developmental and Educational Psychology

1. Ina Blau
2. K. Mills
3. Avner Caspi

Citations in the corpus

• A Review of the “Digital Turn” in the New Literacy Studies (2010, background): “Wheeler and Wheeler (2009), for example, have demonstrated the benefits of engaging pre-service teachers in wikis, which are collaborative Web spaces to which all users can contribute text, images, and hyperlinks and modify text (Wheeler, Yeomans, & Wheeler, 2008).”
• Collaboration and psychological ownership: how does the tension between the two influence perceived learning? (2011, result): “For example, recent studies reported utilizing Wikis, a tool that allows different students to write collaboratively, but also enables evaluation of individual contributions (Ioannou and Artino 2008; Jones 2008; Ravid et al. 2008; Wheeler et al. 2008 ).”
• The impact of social media use on academic performance among university students: a pilot study (2013, background): “Students can function in online group learning, with less or no anxiety of needing to raise questions before peers at school [5].”