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Research Proposal:

Wikis – Adding a Collaborative Dimension to the Classroom

By: Mubeen Ladhani

Instructor: Dianne Thomson

Subject: Research Methods in Education

Course Code: EDUC-5002G-001

Due Date: Sunday, April 17th, 2011

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Introduction

With the rising demands of the new knowledge based economy, educators are realizing

that students require a new range of skills to succeed in the twenty-first century workplace.

That is, “rapid technological change, global competitive pressures and new patterns of work

are demanding a more sophisticated set of transferable skills such as problem-solving,

teamwork, leadership, entrepreneurship, and adaptability” (CCL, 2008, p. 7). In addition to

developing these essential skills for the twenty-first century, it is also clear that the format

for content delivery needs adjustment, for today’s students have radically changed the way

they think and process information (Prensky, 2001). This is due in large part to their

incessant visual, auditory, and physical interaction with technology (Prensky, 2001).

According to the Ontario Public School Boards’ Association (2009) there is now a deep

urgency to address the current needs of the students and in turn improve the educational

system. Currently, many of the Web 2.0 technologies are being implemented and studied at

the postsecondary level and not at the junior level. Consequently, there is a discontinuity in

the research and a lack of literature supporting the claims on how to create a more

“connected” classroom via technology. Therefore, it is the intention of this research

proposal to address this discontinuity that is evident in our educational system, and study

the effects of integrating Web 2.0 technologies at the junior level.

The research that was conducted determined that Web 2.0 technologies such as wikis,

blogs, media sharing and social networking sites are already having an impact on higher

education, by enhancing the collaborative dimension in the classroom (Parker & Chao,

2007). One Web 2.0 tool that is quickly garnering support in this respect is the wide open

spaces of wikis. Wikis are known for instilling learning environments that facilitate

collaboration, information dissemination, and the creation of communal knowledge. Thus,

the aim of this research project will focus on reproducing the collaborative benefits of wikis

at the postsecondary level for the junior level.

Literature Review

The emergence of Web 2.0 components and the digital strategies that they deliver,

are transforming the educational landscape and providing it with a collection of tools that

can be used to navigate the convoluted paths of the ‘knowledge-based, networked

economy’ (Bruns & Humphreys, 2005). Moreover, Web 2.0 tools such as blogs, wikis, social

networking software, media sharing etc have redefined how we interact with the World

Wide Web (West & West, 2009). No more are we ‘passive consumers of online information,’

where interactivity was limited to just browsing, reading, and searching the Web (West &

West, 2009). Instead, we have evolved to become ‘collaborative partners’ in the

construction and dissemination of knowledge (West & West, 2009). That is, shifting from

the read-only Web 1.0 to the read-write Web 2.0, a ‘digital commons’ that fosters mass

collaborative learning (West & West, 2009).

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The learner of the twenty-first century is expected to be technologically astute and

collaboratively oriented, not only for the purpose of active learning, but also, because it is

essential for the twenty-first century workplace (Ben-Jacob & Levin, 2008 as cited in Ben-

Jacob, Levin, & Ben-Jacob, 2000).The evidence showcasing the widespread use of Web 2.0

technologies in today’s business world is extensive. According to the Economist Intelligence

Unit (2007), approximately 80% of corporations are convinced that Web 2.0 technologies

will enhance their revenues (as cited in Sendall, Ceccucci, & Peslak, 2008). Moreover, the

global market for mobile Web 2.0 according to Juniper Research will grow to an estimated

$11.2 billion in 2013 from $1.8 billion in 2008, reflecting the upsurge of social networking

and user-generated content (as cited in Sendall et al., 2008). These astonishing statistics

indicate that Web 2.0 technologies will play an increasingly predominant role, impacting

teacher praxis and pedagogy, the design of curricula objectives and expectations, and

ultimately student learning and enrichment for workplace preparation.

The use of Web 2.0 technologies within the context of education has stimulated an

array of empirical research in regards to how these learning tools can improve teaching and

learning and their overall relationship to educational theory. That is, “Web 2.0 has the

potential to complement, enhance, and add new collaborative dimensions to the

classroom” (Parker & Chao, 2007, p. 57). Wikis in particular have been commonly shown to

support both the collaborative paradigm and the constructivist theory (Parker & Chao,

2007).

Wiki, the Hawaiian word for quick, are ‘collaborative websites’ (Parker & Chao, 2007)

where multiple users can use, create, and modify web content collaboratively (West &

West, 2009). “The learning curve for using wikis is generally low, and learning groups given

assignments with a solid purpose and clear structure have a high capacity for quickly

engaging in knowledge construction, critical thinking, and contextual learning” (West &

West, 2009, p. 2). Additionally, being a member of a collaborative team fosters high levels of

thought and information retention versus students who work independently (Johnson &

Johnson, 1986, as cited in Parker & Chao, 2007). When compared with its other Web 2.0

counterparts such as blogs and virtual learning environment forums, wikis provide a

platform for the creation of content specific websites, whereas the other Web 2.0 tools tend

to be chronologically structured (Su & Beaumont, 2010) and thus, are seen more as

communication tools (West & West, 2009). “In essence, wikis help create a dynamic,

collaborative learning environment where learning happens through open discussion and

exchange of ideas and opinions, collaborative construction and sharing of knowledge, and

active participation” (Su & Beaumont, 2010, p. 418).

Prior to the adoption of wikis in education, wikis were extensively used across an

array of fields ranging from documentation and reporting, to project management and

discussion groups, to online glossaries and dictionaries, and to its use in information

systems, just to name a few (Reinhold, 2006). However, the popularity and appeal of using

wikis because of their simplistic and flexible nature has now transpired in education

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(Reinhold, 2006) for example, for online collaborative writing (Forte & Bruckman, 2006), as a

knowledge repository (Bruns & Humphreys, 2005), for project-based learning (Fountain,

2005), as a presentation tool (Chen et al., 2005), and as a distance learning tool (Lambert &

Fisher, 2009). Thus, research has indicated that within an educational context, a wiki can be

a suitable tool to use to elicit online collaboration (Vassell, Amin, & Winch 2008, as cited in

Su & Beaumont, 2010).

Although wikis appear to be inherently collaborative in nature (Parker & Chao,

2007), the ‘wide-open ethic of wikis’ (Lamb, 2004), has created cause for concern with

respect to plagiarism and vandalism (Su & Beaumont, 2001). However, according to Lamb

(2004), wikis operate using a ‘soft security’ system which relies on the vigilance of the

community to enforce and maintain order rather than the technology, referred to as ‘hard

security.’ Moreover, the openness of wikis “encourages participation and a strong sense of

common purpose, so the proportion of fixers to breakers tends to be high, and a wiki will

generally have little difficulty remaining stable” (Lamb, 2004, p. 6). Despite encouraging

participation, wikis also have a tendency to induce ‘social loafing’ (Wagner &

Prasarnphanich, 2007, as cited in Judd, Kennedy, & Cropper, 2010). This is indicative of

selfish individuals who only meet the minimum task requirements, that is, minimum

collaboration and underdeveloped wiki contributions (Judd et al., 2010). This is in stark

contrast to those individuals, who exhibit ‘intentional altruism,’ which are individuals who

establish meaningful collaborative relationships and provide substantial wiki contributions

(Judd et al., 2010).

Wikis and other emergent technologies are beginning to fill a gaping void in existing

practices (Lamb, 2004). They enable extremely rich, flexible collaborations that have had

positive psychological consequences for their participants and powerfully competitive ones

for their organizations (Evans & Wolf, 2005 as cited in Parker & Chao, 2007). Collaborative

creativity promises to be a key business skill in future years and educational institutions can

offer immense value to their students by familiarizing them with the simple technologies

that make collaborative networks possible. According to West and West (2009), “wikis

represent the combination of three stable concepts – collaboration, writing, and constant

Web access – the wiki will remain a staple of the Web and will continue to evolve in its

usefulness for online education and the workplace” (p. 127). Factors that will influence the

usefulness of wikis in the future include collective intelligence, ubiquitous collaboration, and

the appearance of the virtual workplace. Firstly, collective intelligence will be used in wiki

projects to harness the creative thinking and the diversity of worldwide audiences to solve

global issues. Secondly, ubiquitous collaboration will enable the wiki’s collaborative feature

to appear in everything from product design, to social networks, to communication systems,

therefore expanding on its current accessibility. Lastly, as the virtual workplace becomes

more commonplace in companies, wikis will be used as a platform for companies to engage

in problem solving and the development of new ideas with physically dispersed virtual

teams (West & West, 2009).

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Additionally, the creation of user-generated content which is characteristic of Web

2.0 technologies will continue to grow and deepen through the network effect (Anderson,

2007). Furthermore, the ways in which this content is generated online, will become more

sophisticated with the advent of increasingly powerful and easy to use applications

(Anderson, 2007). For instance, Web 3.0 applications such as the semantic wiki, will work in

tandem with users online as they develop and understand content. Therefore, Web 2.0 will

continue to evolve, but it will do so with the network (i.e. Web 3.0) now able to help in

making connections between ideas and people.

Hence, today’s students will not only be asked to manage business innovations of

the future, but in many cases will drive them (Parker & Chao, 2007). Rather than being

limited to today’s skills, students must have the tools and the access to learn the skills of

tomorrow, such as collaborative creativity. Educators need to teach wikis in a safe and

information-based environment where wiki use can be maximized effectively. Thus, the

dynamic wiki is the gateway to the future, a threshold of endless Web 2.0 components

waiting to be explored.

Theoretical Design

From an educational perspective, the use of Web 2.0 technologies stimulated

industry researchers to assess how these technologies can improve teaching and learning.

Wikis in particular, are receiving a lot of scholarly support with respect to supporting

collaborative learning environments, and promoting writing. The use of wikis to facilitate

writing instruction is the most common pedagogical application of wikis (Lamb, 2004).

Moreover, wikis enhance the written word through its features. These include reflections,

reviews, publications, and their ability to archive compounding written responses over a

period of time (Fountain, 2005). However, the majority of the academic findings thus far are

based on perception-based or qualitative studies (Judd, Kennedy, & Cropper, 2010). These

studies rely on the experiences of the participants and the researchers’ perceptions of what

genuine collaboration entails. However, according to Judd et al (2010), there are a growing

number of studies in the field that examine the collaborative nature of wikis by consulting

the built-in wiki archive. They discovered that if the archive system automatically

documents detailed wiki logs determining the number of contributions of each user, then a

“routine analysis of the nature, scope, and context of user contributions might lead to the

development of relatively simple yet robust measures of such behaviour” (Judd et al., 2010,

p. 343). These measures include: the quantity of contributions, the quality of the

contributions, the timing of the contributions, and the types of comments that are made

(Judd et al., 2010; West & West, 2009). Some of the follow up questions that can be asked

are: Is there a correlation between the numbers of contributions and the level of

participation and/or collaboration that is demonstrated? Does the quality of information

matter to students? If quality matters, are students producing detailed contributions with

reliable sources? Will students contribute equally to the wiki over a given time period or are

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contributions sporadic? Do the students make use of the commenting and discussion

features to interact with one another? Or, are students genuinely engaged in the co-

construction of knowledge?

Furthermore, it was also noted that the majority of the research on the collaborative

nature of wikis has taken place within the domain of higher education. Consequently, there

is a big disconnect in regards to the levels of technological interactions that are occurring at

the elementary, junior, secondary, and postsecondary levels. The lack of exposure to the

uses and benefits of Web 2.0 technologies will put future students at a disadvantage,

considering that 90% of students in the Western World now participate in online learning at

College/University level (Tucker, 2007). Considering that we are currently educating a

generation of youth who interact ubiquitously with technology, this demographic should be

represented in the academic literature. To address this gap, this study will introduce the

wiki platform in a grade six social studies classroom and will assess their levels of

collaboration through contribution. My research question will be: Does Using a Wiki in a

Grade 6 Social Studies Writing Activity Foster Collaboration?

Methodology

The methodology selected to investigate the collaborative dimension of the wiki

platform is quantitative in nature. The research methodology is loosely based on Judd et al’s

(2010) empirical study in an undergraduate psychology class on peer collaboration via wikis.

This research study will also be assessing collaboration through contribution via wikis with

respect to four collaborative variables: quantity of contributions (Judd et al., 2010), quality

of contributions (West & West, 2009), timing of contributions (Judd et al., 2010), and an

evaluation of the types of comments that are elicited (Judd et al., 2010). Each participant’s

contributions will first be analyzed and then categorized according to the parameters for

each collaborative variable. Following this, the data will be uploaded and presented in bar

graphs sorting each of the four variables. The quantitative method was chosen (as opposed

to the qualitative or mixed study) for the following reasons. First and foremost, the

quantitative paradigm achieves high levels of reliability thus, reducing the likelihood that

the results will be discounted (Matveev, 2002). By converting the wiki contributions into

tangible data, it can be scrutinized, scored numerically, and assessed in a graph format. The

bar graphs will serve as a visual reference on the ability of wikis to promote collaborative

learning environments in junior grades. Secondly, the quantitative paradigm was chosen for

its objectivity, in an effort to minimize subjective judgements and external biases (Matveev,

2002). For instance, by evaluating collaborative practices through contributions via the built-

in wiki archive, there is no room for the contributions to be misinterpreted by the

researcher or altered by the participants, since they are routinely logged and documented.

Due to the subjective nature of the two variables (quality of contributions and comments)

two coders will be used to substantiate the information to ensure the objectivity and

consistency of the research. Lastly, because there is limited research with respect to using

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wikis at the junior grade level, the quantitative nature of this research study can also serve

as a foundational framework for subsequent research studies that are seeking to examine a

similar premise (Matveev, 2002).

Procedure

Learning Activity

The investigation will be carried out over a period of four weeks in a grade six

classroom within the Toronto District School Board (pending human ethics approval). There

will be approximately 30 student participants (based on a typical enrolment in a grade six

classroom) who will engage in the construction of a class wiki using the MediaWiki platform.

Their objective will be to collaborate on an in class writing assignment pertaining to one of

the grade six Social Studies Knowledge and Understanding Expectations. The expectation

that I chose for the research project is: identify some important international organization

and agreement in which Canada participates and describe their purpose (for this particular

study, the international organizations and agreements will be selected beforehand and

made available to the students on the class wiki). Using descriptions, reflections, quotes,

images, web links and diagrams, students will create scholarly summaries of the key

concepts related to each of the organizations and agreements that Canada is affiliated with.

Also, an outline will be posted on the class wiki home page highlighting the expectations of

the assignment at both the individual and group level for reference purposes. Marks will

also be designated by the home room teacher both at the individual and group level, as an

incentive for individuals and the class as a whole, to further promote collaborative

behaviour. Furthermore, the class wiki page will also be made private to the class

participating in the study.

Prior to the commencement of the collaborative writing task, one week will be set

aside for tutorial sessions, both for the students and the homeroom teacher to ensure that

the MediaWiki platform will be used effectively. In this week long session, the features and

attributes of the class wiki will be demonstrated to allow the participants to become

accustomed to its interface and functionality. This will include familiarization activities and a

chance for them to practice the wiki Hypertext Markup Language (HTML). Moreover, there

will also be a tutorial on how to reference correctly since students will be required to gather

information from both primary and secondary sources. All of these activities will also be

posted on the wiki home page so that students are able to refer to them when needed. In

addition to providing technical support, the students and home room teacher will also be

provided with administrative and educational support before and during the study, to

answer any questions relating to the logistics of the assignment.

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Measures: Collaborative Variables

For the purpose of this study the students will be assessed individually based on the

number of contributions they make to the class wiki page. Subsequently, this data will be

converted numerically and tabulated into a series of graphs. These graphs will represent

each of the collaborative variables, in an effort to depict the class’ concerted effort in

creating the class wiki. To reiterate, the variables include the quantity of contributions (Judd

et al., 2010), the quality of the contributions (West & West, 2009), the timing of the

contributions, and the types of comments generated (Judd et al., 2010). The overall

monitoring of the class wiki page is made possible due to the wiki’s built-in archiving system,

which documents each individual’s contribution by date and time. A minimum number of

contributions will be required by each participant in order to meet the basic standard for a

collaborative contributor. The standard is at least two non-trivial contributions to the wiki

(i.e. textual changes of more than one sentence, disregarding changes related to style and

formatting) (Judd et al., 2010). However, student participants will be encouraged to

contribute more than just the minimum requirements, to successfully evaluate the

collaboration through contribution of each participant.

Quantity of Contributions

Using the wiki’s built-in archiving system, each student’s content contributions will

be tallied over the three week duration of the task and verified according to the minimum

contribution requirements. This variable will assist in determining whether or not there is a

correlation between the number of contributions and the level of participation and/or

collaboration demonstrated. Also, the proportional contribution by the least and most

productive 10%, 25%, and 50% of students will be determined. This will help to establish

whether there is equal participation by every member of the class in the construction of the

class wiki, or if the majority of the contributions to the class wiki are shouldered by a select

group of students.

Quality of Contributions

The quality of the content contributions (derived from the built-in wiki archive) will

be assessed by two coders and then an average of the two scores will be applied. The

quality of the content contributions will be evaluated using a rubric containing the following

factors; credibility and reliability of sources cited (primary and secondary); the relevancy of

sources and the accuracy of the information provided; the level of description and detail of

the organization and/or agreement being assessed; the number of edits made to the

content by other students; and the use of correct reference guides. These variables will

assist in determining whether the quality of information on the class wiki is important to its

participants and whether or not the number of content posts per person is based on their

need for quality or quantity.

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Timing of Contributions

This variable will address each participant’s capacity and willingness to collaborate

with other members of the class during the collaborative writing assignment. Each student’s

content contributions will be organized from start to finish over the three week duration of

the writing assignment. The timing of contributions will rely on the built-in wiki archive and

the time frames associated to each content contribution. General trends will be established

at both the individual and group level to determine if participants contributed consistently

or sporadically to allow for meaningful collaboration.

Contributions Made Through Comments

During the wiki construction process, the social component is generated via the

discussion and commenting features. These components are necessary in order for effective

collaboration to take place. According to Judd et al (2010), comments are indicative of how

students coordinate and contextualize their contributions with their classroom peers. Using

the built-in wiki archive, the two coders in the study will evaluate and organize each

individual’s comments based on the six categories established by Judd and colleagues

(2010): reply, collaboration, content, editing, individual, and group (See Table 1: Categories

of comments derived through a content analysis, p. 345). A graph will then be created

looking at the percentage of comments in each category in an effort to deduct the regularity

of collaboration between peers.

Anticipated Results

As previously stated, this research study will adapt a quantitative method and select

variables to assess the collaborative practices among grade six participants in a three week

long class wiki. It is the intent of this study to perform new research in the field of Web 2.0

technology in an educational setting. One must take into account however the age group

and level of learning that is being assessed. The research generated will evidently point to

the fact that the efficacy of details, consistency of collaboration, and dissemination of

information will vary greatly in respect to quality and quantity between senior and junior

levels. Rather, the central idea is to explore various technological avenues for junior grades

to improve learning and teaching methods in the classroom, and set a precedent for future

research in the field.

Quantity of Contributions

It is expected that the majority of the students will meet the minimum requirement

of two non-trivial page edits, compared to those participants who contribute three or more

textual page edits. However, it is also anticipated that some of the participants that surpass

the minimum requirement will resort to making interim saves during a longer editing

session, that is, to only single lines of text; conversely, the remaining students will focus on

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making more quality contributions thus restricting the number of overall contributions they

make.

Quality of Contributions

The degree to which the participants will consider the quality of their contributions is

expected to be relatively small, since the majority of students are expected to provide the

minimum satisfactory requirements. Nevertheless, some of the students who choose to

contribute three or more textual changes are expected to produce more detailed

contributions using current and credible sources.

Timing of Contributions

Although a three week time period is allotted for the actual building of the class wiki,

it is anticipated that the greater part of the grade six class will contribute within the last

scheduled week of the task; with many students contributing to the wiki on a single day (i.e.

last two days prior to the end of the task). The remaining group of students will most likely

contribute consistently over the three week duration.

Contributions Made Through Comments

It is anticipated that students are more likely to make page edits that contribute to

the textual development of the class wiki than make comments geared towards

collaboration (i.e. development of a shared understanding). If comments are generated by

these students, the majority of them will either be related to content or editing. Conversely,

those students who do make comments pertaining to collaboration are probably the select

number of students who consistently contribute to the class wiki over the three week

period.

Lastly, it is the intention of this study to provide junior level educators with credible

evidence showcasing the potential of wikis, and more specifically, for establishing

collaborative learning environments in the classroom. Furthermore, it is also the aim of this

study to serve as a threshold to promote further studies in this subject matter at the

elementary, junior, and secondary levels; as well as inspire future research on other

collaborative online tools that will benefit all grade levels.

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