Effects of Structure in Wiki Templates on Holistic and Analytic Students’ Learning Outcomes and Knowledge Construction Patterns

• In Event: Poster Session 15
  In Poster Session: Technology, Instruction, Cognition and Learning SIG Poster Session: Issues in Technology, Instruction, Cognition, and Learning

Abstract

Wiki, a collective web-publishing tool, can engage students in collaborative and interactive activities. Seventy students were engaged in structured and unstructured wiki activities for two months. This study used a mixed-method design and, in three stages, examined: a) the effect of structure in the wiki templates on the academic performance of students with different cognitive styles; b) knowledge co-construction processes of students with different cognitive styles; and c) the effect of students’ cognitive styles and wiki structure on their knowledge construction patterns. This presentation describes the research design, findings, and implications for future research and practice.

Author

• Ying Xie, Northern Illinois University