The final episode of wiki collaborative writing is characterised by a disputational orientation, possibly driven by time pressure to finish the text¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the last episode, disagreement was marked by one-sided individual decision making rather than open-minded reasoning, exemplified by pairs repeatedly changing the text title. → Pifarré 2011

Evidence¶

Pifarré 2011¶

Pifarré, M. & Kleine Staarman, J. (2011). Wiki-supported collaborative learning in primary education: How a dialogic space is created for thinking together. International Journal of Computer Supported Collaborative Learning, 6(2), 187-205. https://www.springer.com/journal/11412

q2 · i? · qualitative · r2

Qualitative analysis of the final episode in both groups, where one pair made several individual decisions to finish the text, including deleting one idea it felt was incoherent. The time-pressure explanation is the authors' interpretation, not a tested result.

"One explanation for the disputational nature of the student's discussion might be that students were focused on finishing the collaborative text in time and they may have felt they would lack the time to discuss and negotiate ideas in full."

Discussion¶

Related Claims¶

• Specific pedagogic design characteristics supported students' joint interaction in the wiki: initial text propositions, Thinking Together preparation, a collectively created artefact, and asynchrony — related
• Wiki negotiation unfolds in four episodes with distinct intersubjective orientations, beginning with an exploratory orientation during content generation — related
• Middle episodes of wiki text generation show a cumulative orientation, later with co-construction, in which students expand and re-elaborate each other's ideas — related
• Nearly all peer critique disagreements were resolved, mostly through concession, with co-construction appearing only in soft and mixed disagreements — related
• Summary writing produced no significant comprehension improvement and the most disputational talk, and did not significantly differ from completing a map in learning outcomes — related
• Primary students' wiki negotiation contains collaboration and reasoning keywords distributed throughout the interaction — related
• A wiki with a thinking-together approach can provide a dialogic space in which students co-construct shared understanding — related