Despite the potential benefits of web 2.0 tools for collaborative learning, empirical evidence about blogs or wikis as a tool for facilitating collaborative knowledge construction remains divergent. Our study sought to address this concern by examining two questions in teacher education: 1) to what extent can a blog or a wiki affect collaborative knowledge construction? and 2) which tool — blog or wiki — is more appropriate for learners to attain a high level of collaborative knowledge construction? Key findings emerged from our study suggest that both tools lend themselves to knowledge construction, but blog use is more likely to help learners construct knowledge at a higher collaborative level. The discrepancy can be attributed to the different inherent interface and functionality of the tools. Copyright © 2011 Westwood Press Inc.
|Journal||International Journal of Instructional Media|
|Publication status||Published - 2011|
CitationCheng, G., & Chau, J. (2011). A comparative study of using blogs and wikis for collaborative knowledge construction. International Journal of Instructional Media, 38(1), 71-78.
- Group work in education
- Blogs -- evaluation
- Wikis (Computer science)
- Teachers college students -- attitudes