Specific pedagogic design characteristics supported students' joint interaction in the wiki: initial text propositions, Thinking Together preparation, a collectively created artefact, and asynchrony¶
Claim · All claims
Evidence · 1 study · qualitativer2·q2
Currency · newest study 2011 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The authors identify four design characteristics of the activity that supported joint interaction, including that each pair's initial text proposition gave a voice to all group members from the start. → 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
Authors' discussion-section interpretation of their own study design, naming four supporting characteristics: initial text propositions, a Thinking Together approach, a collectively created shared artefact, and asynchronous processes enabling co-reflection.
"Firstly, the fact that every pair provided their own ideas in an initial text proposition seems to have been helpful in giving a 'voice' to all members of the group from the beginning of the collaborative work."
Discussion¶
Related Claims¶
- Multi-modal representations created during collaboration act as metaphors that shape joint reasoning and meaning making — related
- Wiki negotiation unfolds in four episodes with distinct intersubjective orientations, beginning with an exploratory orientation during content generation — related
- Collaborative wiki texts are longer, contain more t-units and more reasoning connectors than the initial pair-written texts — 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
- The final episode of wiki collaborative writing is characterised by a disputational orientation, possibly driven by time pressure to finish the text — related
- Primary students' wiki negotiation contains collaboration and reasoning keywords distributed throughout the interaction — related
- Recurring functional/conceptual spaces (personal space, shared work area, conclusions, discard) emerged in every interaction, and pairs resisted re-designating designated spaces — related
- A wiki with a thinking-together approach can provide a dialogic space in which students co-construct shared understanding — a broader claim this one bears on
- Text representations reflect learners' understandings of the real world, not only texts' content — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
pedagogic-design-characteristics-wiki-collaboration |
title |
Specific pedagogic design characteristics supported students' joint interaction in the wiki: initial text propositions, Thinking Together preparation, a collectively created artefact, and asynchrony |
description |
Specific pedagogic design characteristics supported students' joint interaction in the wiki: initial text propositions, Thinking Together preparation, a collectively created artefact, and asynchrony |
status |
review |
evidence_strength |
weak |
newest_evidence |
2011 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — pifarré-2011 |
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