The Wiki: Solving the Challenge of Teamwork in an Online Asynchronous Environment

Jamieson, S. , Huser, C. , Slater, Y. and Crow, J. (2016) The Wiki: Solving the Challenge of Teamwork in an Online Asynchronous Environment. In: AMEE 2016, Barcelona, Spain, 27-28 Aug 2016,

Abstract

Background: We are delivering a new entirely online and almost fully asynchronous masters’ programme in Health Professions Education. We developed the use of a wiki task as part of the students’ summative assessment, to encourage them to put socioconstructivism into practice. The aim was to encourage students to work together cooperatively, whilst being separated both physically and in their time of accessing the course. Summary of Work: Students were split into groups. Hard-scaffolding was provided in the form of an online introductory lecture on the topic; guidance on using the wiki; a discussion forum for each group (to allow for introductions and to allocate wiki content); a word limit for the wiki; and a timeframe for completion of the task. To facilitate students’ engagement with topics other than the one they were allocated, we incorporated group peer assessment of and feedback on the wikis. Provision of a rubric for peer assessment allowed groups to see the criteria by which their own wiki would be judged. Summary of Results: Engagement with the task varied greatly between students. The task generated some discussion, but the forums were only used as intended, indicating that the wiki task was well understood by the students. The peer-assessment did not align fully with the teacher’s marking. Discussion: The wiki task engaged most of the students with the topics they were allocated, and the peer-assessment component encouraged engagement with those of other groups as well. Conclusion: The wiki task was generally a success, but it could be improved to take account of the engagement of individual students with the task. Take Home Messages: - Wikis are a useful tool to encourage socio-constructivist learning in fully online courses. - Peer-assessment and peer-feedback increased engagement with other groups’ Wikis.

• Item Type: Conference Proceedings
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Crow, Miss Jenny and Huser, Dr Camille and Jamieson, Professor Susan
• Authors: Jamieson, S., Huser, C., Slater, Y., and Crow, J.
• College/School: College of Medical Veterinary and Life Sciences > School of Medicine, Dentistry & Nursing