Investigating Participation Equity During Students’ Construction of Collaborative Knowledge Artifacts

• In Event: Poster Session 19
  In Poster Session: Technology-Enhanced Learning Environments

Abstract

This study investigated the participation equity of 112 grade-ten biology students as they co-authored a repository of wiki-based knowledge artifacts. Using the wiki revision history as a data source, the study sought to identify the division of workload during students' construction of a community knowledge base. A fine-grain analysis was conducted on the moment-to-moment editing practices of students over an eight-week period. The findings revealed that students were actively editing their peer' text as well as their own. The findings also revealed a number of general participation trends among groups, most of which are sub-optimal for learning. The implications of these findings for computer-supported collaborative learning are discussed.

Author

• Vanessa L. Peters, University of Michigan