Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/16253
Title: Exploring teachers’ perceptions of Wikis for learning classroom cases
Authors: Quek, Choon Lang
Wang, Qiyun
Issue Date: 2014
Citation: Quek, C. L., & Wang, Q. (2014). Exploring teachers’ perceptions of Wikis for learning classroom cases. Australian Journal of Teacher Education, 39(2), 101-120.
Abstract: This paper explores three potential affordances (social,
technical and pedagogical) of wikis in the context of designing 32
teachers’ learning of classroom management cases. Two learning
environments were designed and two groups of the teacher-participants
posted their own written and audio cases, identified problems, discussed
and proposed solutions with the input of their peers, in the respective
wikis hosted in Google Sites® and Learning Activity Management
System® (LAMS). The teachers’ perceptions of the wikis’ affordances to
support their case-based learning were surveyed quantitatively. The fivepoint
Likert scale survey ranked technical affordance highest, followed
by social affordance and pedagogical affordance. Qualitative data from
their online discussions and reflection logs were also analyzed to probe
the variations in perceived affordances. Participants experienced ease of
use and freedom from technical difficulties in achieving their learning
goals (interaction with peers and sharing of resources). This paper
discusses further work in harnessing wikis’ affordances for designing
more effective case-based learning environments to cater for diverse
learners. It also provides suggestions for further research into wiki
pedagogy
URI: http://hdl.handle.net/10497/16253
ISSN: 0313-5373
1835-517X
Other Identifiers: 10.14221/ajte.2014v39n2.2
Website: http://dx.doi.org/10.14221/ajte.2014v39n2.2
Appears in Collections:Journal Articles

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