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Inherent contradictions: Wikis, acti...

Johnson, Lisa Marie.

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Inherent contradictions: Wikis, activity systems, classroom community, and instructional designs for online learning.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Inherent contradictions: Wikis, activity systems, classroom community, and instructional designs for online learning./
Author:	Johnson, Lisa Marie.
Description:	124 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 3933.
Contained By:	Dissertation Abstracts International71-11A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3423815
ISBN:	9781124250069

Inherent contradictions: Wikis, activity systems, classroom community, and instructional designs for online learning.
Johnson, Lisa Marie.

Inherent contradictions: Wikis, activity systems, classroom community, and instructional designs for online learning. - 124 p.

Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 3933.

Thesis (Ph.D.)--Capella University, 2010.

A qualitative exploratory case study design, this study explored wikis and instructional design for online learning to address the problem of whether tools expected to facilitate classroom community development actually do. Additionally, the study investigated the activity system and contradictions that arise in the use of wikis in online learning. The study was guided by three research questions. The data included survey responses from participants who completed a course in which a wiki was used as the method for collaboration, course journal responses completed by participants during the course, follow-up interviews with participants, and contemporary direct observation and post-context analysis of the instructional context in which the design occurred. Findings from Research Question 1 indicated that a medium to high level of classroom community developed in the selected case. Findings from Research Question 2 indicated the instructional strategy positively influenced the level of classroom community that developed, but that revisions to the division of labor, scheduling of participation, and group composition may need adjustment to further effectuate a positive influence on the development of classroom community. For Research Question 3, findings indicated the activity system developed from the instructional strategy of using wikis in an online collaborative learning context gives rise to contradictions in the use of the wiki technology that centered on the inherent features of the selected wiki technology. The study is significant in that it informs instructional designers of online learning in the selection of wikis as a medium for collaborative instructional strategies to facilitate a strong Sense of Classroom Community in collaborative online learning contexts.

ISBN: 9781124250069Subjects--Topical Terms:

1018008
Education, Community College.

Inherent contradictions: Wikis, activity systems, classroom community, and instructional designs for online learning.
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040 $a UMI $c UMI
100 1 $a Johnson, Lisa Marie. $3 1675768
245 1 0 $a Inherent contradictions: Wikis, activity systems, classroom community, and instructional designs for online learning.
300 $a 124 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 3933.
500 $a Adviser: Rod Sims.
502 $a Thesis (Ph.D.)--Capella University, 2010.
520 $a A qualitative exploratory case study design, this study explored wikis and instructional design for online learning to address the problem of whether tools expected to facilitate classroom community development actually do. Additionally, the study investigated the activity system and contradictions that arise in the use of wikis in online learning. The study was guided by three research questions. The data included survey responses from participants who completed a course in which a wiki was used as the method for collaboration, course journal responses completed by participants during the course, follow-up interviews with participants, and contemporary direct observation and post-context analysis of the instructional context in which the design occurred. Findings from Research Question 1 indicated that a medium to high level of classroom community developed in the selected case. Findings from Research Question 2 indicated the instructional strategy positively influenced the level of classroom community that developed, but that revisions to the division of labor, scheduling of participation, and group composition may need adjustment to further effectuate a positive influence on the development of classroom community. For Research Question 3, findings indicated the activity system developed from the instructional strategy of using wikis in an online collaborative learning context gives rise to contradictions in the use of the wiki technology that centered on the inherent features of the selected wiki technology. The study is significant in that it informs instructional designers of online learning in the selection of wikis as a medium for collaborative instructional strategies to facilitate a strong Sense of Classroom Community in collaborative online learning contexts.
590 $a School code: 1351.
650 4 $a Education, Community College. $3 1018008
650 4 $a Education, Instructional Design. $3 1669073
650 4 $a Education, Technology of. $3 1018012
650 4 $a Education, Curriculum and Instruction. $3 576301
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690 $a 0727
710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 71-11A.
790 1 0 $a Sims, Rod, $e advisor
790 1 0 $a Czerkawski, Betul $e committee member
790 1 0 $a Lane, Molly $e committee member
790 $a 1351
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3423815