A literature-based instructional theory--designing a class wiki to support collaborative learning--was implemented in an undergraduate-level course. This paper reported the evidence regarding how well the instructional methods worked, the proposed refinements, and the expert instructorʼs tacit knowledge. The findings included studentsʼ
behaviors, perspectives on using the wiki to support learning, and the expert instructorʼs strategies to transform traditional education into a learner-centered learning experience with a class wiki.
Relation:
Association for Educational Communications and Technology (AECT) Annual International Convention, 6p.
