The intent of this paper is to depict the usage of on-line coaction tools and its application in instruction and learning environment. Three documents are compared their perceptual experience on the effectivity of on-line coaction tools. Consequences indicate that most pupils are cognizant of the collaborative engineering and that when subjected to the usage of the tools found it utile, efficient, easy to utilize and so effectual in their acquisition. The pupils ‘ perceptual experiences and contemplations on the effectivity indicate that in malice of the engineering challenges lending to the collaborative working and related engineering was personally good and can better their surveies.
Keyword: collaborative acquisition, Web 2.0 systems, Social-Networking, MediaWiki, Google Docs, societal package, flikr, bloggs
The web engineering has moved from inactive database-driven content to the dynamic, user generated and more synergistic web pages. It has grown from the read merely and information recovering tool to a new improved read/write with more societal and participatory stage.
The development of web 2.0 systems has resulted to social- package with the more synergistic characteristics which allow users to run software-applications through a browser, and wholly influenced on the manner users used the web pages. This has been lending factor in many countries including news media, music, instruction, movie, touristry industry, and ecommerce and so on.
The desire of survey and design of collaborative tool and the usage of engineering is the demand of such platform for pupils go toing educational class from different geographical locations while required to make their collaborative work including group work and presentations.
2. Literature Reappraisal
Social-networking Web 2.0 engineerings such as Twitter, Facebook, MySpace, and web logs are applications for interchanging ideas and pass oning via the Web with no clip and topographic point limitations. ( Chu, Kennedy & A ; Mak, 2009 ) .
Wikis, ( Wikidot, Mediawiki, PBWiki and Wikipedia ) another Web 2.0 engineering, have shown to be powerful web-based platforms for communicating, collaborative authoring, and information sharing. ( Parker, 2007 ) , ( Ravenscroft, 2009 ) , ( Trentin, 2009 ) as cited in ( Chu, Kennedy & A ; Mak, 2009 ) . Similar to other Web 2.0 engineerings, Wikis platform, combine the functionality of a word processor and a web browser, are characterized by simpleness, handiness, and interoperability. Web users are able to make and redact the content of Wiki and related platform pages collaboratively with minimum proficient cognition of HTML.
Chu et Al. ( 2008 ) pointed out that, “ In recent old ages, instruction has been undergoing a displacement from teacher-centered instruction-based to student-centered inquiry-based acquisition ” cited by ( Chu, Kennedy & A ; Mak, 2009 ) . In a collaborative online community, each pupil ‘s thoughts and cognition are available and are a resource for everyone in the category ( Hewitt & A ; Scardamalia, 1998 ) .
“ The poster and pooling of thoughts generate flickers of creativeness as others react, reflect, have their penetrations deepened or changed and, in bend, lend something new ” ( Dearstyne, 2007, p. 30 ) cited by ( Mathew, Felvegi & A ; Callaway, 2009 )
Wiki as a collaborative tool
Richardson, ( 2009 ) reveals that Wikipedia is the most good known wiki illustration and is the most normally used encyclopaedia in the universe. However, unlike any other encyclopaedia, Wikipedia is non yearly reviewed by appointed referees but reviewed when seen tantrum by equals ( Long, 2006 ) cited by ( Chu, Kennedy & A ; Mak, 2009 ) .
Chu, Kennedy & A ; Mak ( 2009 ) cited ( Augar, Raitman, and Zhou, 2004 ) who have successfully enhanced societal interaction with an iceboat assignment utilizing MediaWiki and ( Bruns and Humphreys, 2005 ) who adopted MediaWiki for developing an encyclopaedia in an undergraduate new media engineerings class.
He farther cited Thompson ( 2007 ) who found that, in order to maximise the benefits of utilizing wikis in instruction, the bing instruction patterns and larning beliefs may necessitate to be revised
Harmonizing to Chu, Kennedy & A ; Mak, ( 2009 ) the collaborative characteristics of MediaWiki and Google Docs are comparatively comparable, nevertheless, the usage of Google Docs in an academic scene remains mostly undiscovered in the literature.
Chu, Kennedy & A ; Mak, ( 2009 ) conducted research utilizing twenty two undergraduate pupils in the Information Management plan at the Faculty of Education, University of Hong Kong. In order to compare the two installations, pupils use MediaWiki in the undertaking of the Knowledge Management class and Google Docs for their concluding twelvemonth undertaking.
The usage experience found both the MediaWiki and Google Docs easy to utilize, suited tool for pupils to build group undertakings except Google Docs received high evaluations from pupils with a user friendly layout. However, comparing consequences show no important differences between Google Docs and MediaWiki
Some pupils commented on the limited functionality of MediaWiki in text redaction and data format. The higher badness degree with MediaWiki was when more than one user edited the page at the same clip. However, this consequence found sensible because the content in the MediaWiki page could be searched by any internet user. The average evaluation of possible jobs in making points, uploading files, and experiencing uncomfortable in redacting group members ‘ work of Google Docs were higher than MediaWiki, though the differences were non statistically important
Mathew, Felvegi & A ; Callaway, ( 2009 ) expressed his concern on disproportionately low parts by some pupils and referred it as societal idleness ; nevertheless, pupils who are logging in to the wiki and skulking instead than lending may still be larning.
Wheeler et Al. ( 2008 ) .
Mathew, Felvegi & A ; Callaway, ( 2009 ) besides conducted research affecting 37 preservice instructors enrolled in three linguistic communication humanistic disciplines methods categories, proving on how did lending to a category wiki affects pupils larning of the class content, their perceptual experiences and engineering concern.
The consequences showed that posting to the wiki pages required pupils to continually reading and rereading their schoolmates ‘ posters in order to add new and relevant information while avoiding redundancy, and that pupils invested more clip and attempt in larning and researching the class content to happen new stuff to post. This wont led to a deeper apprehension of the class content and enhanced keeping of the stuff.
Individual jobs revealed in the research as some pupils ; non being able to log into the wiki, non cognizing how to enable cookies, non holding anterior experience working on shared paperss, non being familiar with refresh button and inadvertent omission of full pages
Lesson learned & A ; restrictions
Students had copied and pasted contents from cyberspace sites and contents from books were non decently referenced.
Farabaugh ( 2007 ) noted that pupils with limited entree to computing machines and the Internet, lending to the wiki was onerous. As cited by ( Mathew, Felvegi, & A ; Callaway, 2009 )
Franklin ( 2007 ) explores in a big scope of web 2.0 systems discoursing most of the of import societal package in web 2.0 and their impact in learning and larning in higher instruction. He explained the type of systems, how it works and gave illustrations of its application in instruction usage ; these include:
Blogs – a system that allows an author/group of writers to compose and publically expose stations and readers can add remarks. Web logs are customisable personal web sites that allow the user to lend regular or irregular entries that are displayed on the site in rearward chronological order. ( Kennedy, 2007 ) . Students receive and add remarks on other peoples work and instructors may have feedback from pupils and whenA doing any proclamations.
Wikis – a system that allows one or more people to construct up a principal of cognition in a set of interlinked web pages. Students can supply feedback on each other ‘s authorship and can flag countries that require more attending and instructors can besides supply remarks and feedback on pupil ‘s generated contents.
Podcasts – a media sharing services used to supply introductory stuff and record lectures that allow pupils to heighten their acquisition by listening to the talk repetitively at their ain gait. Besides used to provide pictures of experimental processs in progress of lab Sessionss and sound for tutorial stuff.
Flickr – facilitates teacher ‘s account and category treatments by leting notes on different countries of an image and collaborative remarks.
Collaborative redaction tools like Google Docs and Spreadsheets – allow users in different locations to collaboratively redact the same papers at the same clip. Students can independently and distantly portion and contribute in the group work without physical engagement.
Social networking – systems that allow users to depict themselves and their involvements, implementing impressions of friends, ranking, and communities. These include ; Facebook and MySpace for societal networking, LinkedIn for professional networking, Second Life – practical universe, and Elgg for cognition accumulation and acquisition.
A survey of Franklin ( 2007 ) shows that, some universities already implementing the usage of web 2.0 applications in different attacks. The University of Warwick is offering all its pupils personal web logs since October 2004. The University of Leeds, introduced a practical acquisition environment ( VLE ) , constructing their ain unfastened beginning system called Bodingto. The University of Brighton implemented Elgg across the University in September 2006, incorporating it with their bing systems and The University of Edinburgh is so far the lone University in the UK to hold a Web 2.0 scheme which is besides supported by an action program.
This paper explored the usage experiences of collaborative working tools and the badness of sensed possible jobs. The focal point was to see how effectual their application in instruction and learning environment. The thorough rating was done in three documents supported with partial rating from others on the same country. Consequences revealed that most pupils found MediaWiki and Google Docs easy to utilize with user friendly layouts, although some pupils indicated privateness concerns in formatting/editing jobs. The fact that some Universities already implementing the usage of the tools for their pupil can be taken as the challenge to the on-going research of inclusion of such tools in the acquisition environment