Session S2C

978-1-4244-6262-9/10/$26.00 ©2010 IEEE October 27 - 30, 2010, Washington, DC 40th ASEE/IEEE Frontiers in Education Conference S2C-1

Wiki: A Proposal for Collaborative Work

Daniel Capelo Borges, Hermínio Borges Neto, Janete Barroso Batista, Regina Santos Young Multimeios Research Laboratory, School of Education, Federal University of Ceará – Brazil

{daniel, herminio, janete, regina}@multimeios.ufc.br

Abstract - The objective of this article is to analyze the use of the WIKI model in a distance education program for education students taking a fourth semester course in distance education at the Federal University of Ceará in the second semester of 2009 (August though December). Involved in this study were nineteen students and five teachers who used the MOODLE system (Course Management System). Other tools outside WIKI were used to develop academic activities such as: group discussions; debates and developing writing skills: email, chat, electronic board, forums, etc. By observing the use of these tools (mainly WIKI) we concluded that it is very difficult to obtain learning objectives through models that demand collaboration and participation among students. Based on this research our study group surmised that inherited educational methods based on individual merits inhibit collaboration and dialog in learning processes both face-to-face and distance learning. Index Terms - Collaboration, Distance Education, WIKI.

INTRODUCTION

The reason for this study that was conducted during the 2º semester of 2009 at the Federal University of Ceará was to analyze the writing skills of students using WIKI as a digital learning tool. This tool’s principal characteristics are: editing, summary and navigation within the context of group use (collective text). It must be noted that a similar study was conducted in 2007 without success in which the participating students didn’t understand the collaborative process and it was discovered that many of the students plagiarized their text from the internet.

Based on negative experiences using WIKI in the 2007 study, reflections were made about possible new strategies to be used to create a collaborative model to be used by the students, the following considerations were made: • Prior orientation: it was perceived that activities

involving research and planning needed orientation at least 15 days before initiating activities.

• Create orientation forums: these forums were created before starting activities.

• Allotting more time for text writing: the time table for students turning in their finished work was raised from 15 days to two months.

• Constant use of instantaneous messages: The instant message was used frequently to stimulate and maintain rapid and continuous communication with the students.

WHAT IS DISTANCE LEARNING COLLABORATIVE

According to Lima [1]: Collaborative learning is characterized by equal relationships between the participants in the learning process: students, teachers and course coordinators. A democratic and cooperative process is propagated to enable students to participate with more responsibility in an open environment. Because of this climate of participation, students in group activities choose better learning strategies that suit them best.

In summary, for a true collaborative response it is necessary to change attitudes concerning the educational process which should be a horizontally negotiated relationship between both the teachers and students and not just a teacher driven process.

RESEARCH METHODOLOGY

This research was conducted by a study group on distance education connected to the Multimeios Laboratory of the College of Education at the Federal University of Ceará.

This institute (Multimeios Laboratory) frequently conducts studies on distance education and new education technologies. In this specific research project, the group was composed of students taking a fourth semester course in distance education.

The profile of the study group also included five teachers. The educational tool in study used by the group was Moodle. This digital environment used interactive tools such as: • Discussion forum • Chat session • WIKI • Instantaneous messages • E-mails

These tools permitted the students to develop activities such as discussions about text and practice group writing skills. The data studied was the information registered in the MOODLE system. Also, discretionary observation was conducted on the level and quality of interaction of the groups’ participants. “By this style of observation the researcher participates in the daily routine of the students as

Session S2C

978-1-4244-6262-9/10/$26.00 ©2010 IEEE October 27 - 30, 2010, Washington, DC 40th ASEE/IEEE Frontiers in Education Conference S2C-2

a researcher but also as a disguised observer, this enabling the researcher to observe people and interactions during a time period.” [2]

SUMMARY OF THE RESULTS OF THE RESEARCH

During the suggested initial stage of prior orientation; the students were invited to participate in the planning process and defining strategies, unfortunately there was zero participation on part of the students.

Also, forums were created but the students didn’t show interest. Finally, instantaneous messages were systematically used to inform the students about activities and deadlines. This strategy generated a positive response. The next step taken was to divide the study group in three sub-groups: • Group A – Gerardo Campos • Group B – Paulo Freire • Group C – Fedathi

Following this group division each group was oriented

on how to work collaboratively. At this point the study of the groups’ collaborative process was conducted by the research team. The following is a summary of the results:

Group A – Gerardo Campos

This was the only group of the three groups that was able to attain the objectives of the course. This one was interactive and collaborative in planning their activities. Furthermore, the group choose a group leader who in return stimulated and inspired the group to work collaboratively. An example of the leadership style of the person who took charge of the group can be seen in the following message sent by her to the group members: Dear colleagues, I believe that our first step should be to investigate through the internet sources (book, text, magazines, etc.) about our proposed study topic. The following is a suggested guide to terminate our class work. 1. To facilitate our research we can start out with one of the

following subjects: – Technology and education – Education and technology – Distance Education – Learning objectives – Learning communities – Wiki, etc. 2. We should save copies of relevant texts. 3. Remember existing text we have already read that pertain to the subject matter. 4. After reading this material we should have enough information to start writing. But, we should start now because this is a collaborative effort that should have continuous participation and editing by the group. 5) When we start writing, we will have doubts about the use of this tool (wiki) and we should ask for help from our teachers. We should not be timid. People learn by sweating, lets collaborate by suggesting other means and possibilities.

These are just starting ideas. Talk to you later.

After receiving this message, the group responded by collaborating by group discussions and preparation of the text. The group ended up by writing an excellent text coherent with the course objectives. There was no indication whatsoever of plagiarism on part of this group.

Also, the group was nervous about using WIKI as a tool because they had not used this system before. Thanks to the adequate supervision of the teachers, the students were able to master the use of this tool. This group showed a disposition to work in a collaboration form during the semester; they used forums and emails to exchange information. The teaching assessment was also intense because of this new method. As a result only one student out of the six didn’t participate in the process.

Group B – Paulo Freire

In this group only two of the six students participated actively in developing a text.

One of the students tried to stimulate her colleagues to participate in a collaborative effort. As a result, she only had one partner to participate. Very frustrated by the lack of her classmates’ participation, she went ahead and wrote the final text with just one colleague. The final result was the production of an inadequate text without proper references and also being a non-collaborative effort.

Group C - Fedathi

This third group demonstrated both a non-collaborative situation and also a lack of orientation by the designated teacher. As a result, one interested student did the class work on her own. On the last day of class, one other student showed up to participate.

The end result was non-collaborative text and also deficiencies on the part of the teachers’ orientation were noted.

CONCLUSION

It can be concluded that it is a difficult challenge to obtain the goal of the implementation of collaborative teaching models. Traditional teaching models still instill the philosophy of individual merit, versus collective goals of the collaborative model.

With the advance of modern technologies collaborative educational models will be in dire need to enhance the quality of education in a world of new technology less human contact “one on one”. Our research team is optimistic at the challenges of creating new working collaborative models. In our first trial run in 2007 at the university not one group in the study group managed to attain the collaborative goal. On the other hand, our group in 2009, after Appling new techniques had a 33% (thirty three) success rate. This was not perfect, but we foresee newer and better models with teacher mediation linked to the growth and success in collaborative distance education.

Session S2C

978-1-4244-6262-9/10/$26.00 ©2010 IEEE October 27 - 30, 2010, Washington, DC 40th ASEE/IEEE Frontiers in Education Conference S2C-3

REFERENCES

[1] LIMA, Tereza, Cristina Batista, “Aprendizagem Colaborativa em

ambientes virtuais e a perspectiva sociointeracionista de Vygotsky", 18º Encontro de Pesquisa Educacional do Norte e Nordeste (EPENN). Universidade Federal de Alagoas, 2007.

[2] TRAUTH, Eileen M. & O'CONNOR, Barbara. “A study of the interaction between information technology and society: an illustration of combined qualitative research methods”. [Online], May 2000.

AUTHOR INFORMATION

Daniel Capelo Borges, PhD student, Department of Teleinformatics, Federal University of Ceará, daniel@multimeios.ufc.br Hermínio Borges Neto, Associate Professor, School of Education, Federal University of Ceará, herminio@multimeios.ufc.br Janete Barroso Batista, PhD student, School of Education, Federal University of Ceará, janete@multimeios.ufc.br Regina Santos Young, PhD student, School of Education, Federal University of Ceará, regina@multimeios.ufc.br