A wiki with a thinking-together approach can provide a dialogic space in which students co-construct shared understanding¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2011 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? In a Spanish classroom experiment analyzed by Pifarre and Kleine Staarman, a wiki environment gave each participant voice and, with an exploratory-talk approach, allowed students to create a dialogic space to co-construct new understanding. → Gerry Stahl & Friedrich Hesse 2011

Evidence¶

Gerry Stahl & Friedrich Hesse 2011¶

Gerry Stahl & Friedrich Hesse. (2011). Let a hundred flowers bloom; let a hundred schools of thought contend. Computer-Supported Collaborative Learning, 6, 139-145. https://doi.org/10.1007/s11412-011-9118-8

q2 · i? · causal · r?

The editorial's summary of the Pifarre and Kleine Staarman study, positioned in the small-group dialogicality vein and building on Mercer's and Wegerif's theoretic and analytic work. Students posted their own ideas first, used a "thinking together" approach based on "exploratory talk," and produced wiki content as a shared digital artifact.

"They investigate how a wiki environment can provide a “dialogic space” for group knowledge building"

Discussion¶

Related Claims¶

• Self-constructed collaborative concept maps trigger more deep exploratory talk and less non-dialogic talk than completing or sorting maps, which yield mostly superficial exploratory talk — related
• Internalizing wiki information can yield emergent knowledge that was in neither the person's prior knowledge nor the wiki — 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 — a narrower finding that bears on this claim
• Specific pedagogic design characteristics supported students' joint interaction in the wiki: initial text propositions, Thinking Together preparation, a collectively created artefact, and asynchrony — a narrower finding that bears on this claim
• Primary students' wiki negotiation contains collaboration and reasoning keywords distributed throughout the interaction — related
• Wiki negotiation unfolds in four episodes with distinct intersubjective orientations, beginning with an exploratory orientation during content generation — a narrower finding that bears on this claim
• Collaborative wiki texts are longer, contain more t-units and more reasoning connectors than the initial pair-written texts — related
• The final episode of wiki collaborative writing is characterised by a disputational orientation, possibly driven by time pressure to finish the text — related