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Journal Issue
Volume 7 Issue 3, Special ICEL 2009 Issue / Dec 2009  pp191‑316

Editor: Florin Salajan, Avi Hyman

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Investigating a Nigerian XXL‑Cohort Wiki‑Learning Experience: Observation, Feedback and Reflection  pp191‑202

Peter Aborisade

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Abstract

A regular feature of the Nigerian tertiary education context is large numbers of students crammed into small classrooms or lecture theatres. This context had long begged for the creation of innovative learning spaces and adoption of engaging pedagogies. Recourse to technology support and experimenting with the WIKI as a learning tool at the Federal University of Technology, Akure (FUTA), Nigeria gave us an insight into the benefits and challenges of the set‑up and use of new knowledge technologies in our technology‑poor context. This paper reports an experiment in an extra‑large (XXL) class of freshmen (2000+) on a module of second language project writing using the WIKI. The paper emphasises the unique advantages of the WIKI in a large blended learning class and the affordances for socio‑cultural and collaborative learning experience. In creating new learning teams and forging collaboration among learners leveraging one another's abilities, the wiki experience extended the 'classroom' beyond the physical space, engaged students in interactional communication in the second language, encouraged negotiation of meaning, and challenged learners in finding their 'solutions' to real life problems around them, aside from acquisition of hands‑on digital literacy. The paper reports on how learners experienced and participated in learning on a technology supported module. Data for the investigation and evaluation of students' learning experiences were collected using teacher observation of team formation and collaboration on activities offline and tracked students' logs, footprints and activities on group pages online; students' feedback on the end‑of‑course learners' evaluation forms; and their reflections as gleaned from their comments, encouraged and freely made continually by many from inception through to the end of the course, on the front page of our wiki. The report employs both qualitative and quantitative parameters. Results indicated a large number of students felt satisfied that the learning experience, though difficult, was worth their while; it opened up new vistas to the world; it got them working and learning to collaborate in groups; they developed a level of autonomy they would like to keep, and would like more of their courses supported by technology and thought the medium offered hope for the future, as it opened up new vistas in their learning. 

 

Keywords: large classes, Wiki, e-learning, learning experience, interaction, collaboration, team work

 

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Weblogs in Higher Education — why do Students (not) Blog?  pp203‑214

Monika Andergassen, Reinhold Behringer, Janet Finlay, Andrea Gorra, David Moore

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GEARS a 3D Virtual Learning Environment and Virtual Social and Educational World Used in Online Secondary Schools  pp215‑224

Jonathan Barkand, Joseph Kush

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Moving From Analogue to High Definition e‑Tools to Support Empowering Social Learning Approaches  pp225‑238

Paula Charbonneau-Gowdyand, Ivana Cechova

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Efficacy of Teaching Clinical Clerks and Residents how to Fill out the Form 1 of the Mental Health Act Using an e‑Learning Module  pp239‑246

Sarah Garside, Anthony Levinson, Sophie Kuziora, Michael Bay, Geoffrey

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Blended Learning in the Visual Communications Classroom: Student Reflections on a Multimedia Course  pp247‑256

Jennifer George-Palilonis, Vincent Filak

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Podcasting to Support Students Using a Business Simulation  pp257‑264

Andrea Gorra, Janet Finlay

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e‑Modeling — Helping Learners to Develop Sound e‑Learning Behaviours  pp265‑272

Susan Greener

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Measuring the Effectiveness of Educational Technology: what are we Attempting to Measure?  pp273‑280

Jodie Jenkinson

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Eating Your Lectures and Having Them too: is Online Lecture Availability Especially Helpful in "Skills‑Based" Courses?  pp281‑288

Steve Joordens, Ada Le, Raymond Grinnell, Sophie Chrysostomou

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When Knowing More Means Knowing Less: Understanding the Impact of Computer Experience on e‑Learning and e‑Learning Outcomes  pp289‑300

Lena Paulo Kushnir

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A Novel Interactive Online Module in a Traditional Curriculum through a Blended Learning Approach  pp301‑308

Leslie Laing Gibbard, Florin Salajan

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Development of the Novel e‑Learning System, "SPES NOVA" (Scalable Personality‑Adapted Education System with Networking of Views and Activities)  pp309‑316

Ken Takeuchi, Manabu Murakami, Atsushi Kato, Ryuichi Akiyama, Hirotaka Honda, Hajime Nozawa, Ki-ichiro Sato

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