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Danny Glick and Roni Aviram Bernard, R. M., Abrami, P. C., Lou, Y, Borokhovski, E., Wade, A., Wozney, L., Wallet, P. A., Fiset, M. and Huang, B. (2004). “How Does Distance Education Compare with Classroom Instruction? A Meta-Analysis of the Empirical Literature”, Review of Educational Research, Vol 74, No. 3, p. 379-439. Bigge, M. L. and Shermis, S. S. (1999). Learning Theories for Teachers (6th Ed.), Longman, New York. Birenbaum, M. (2003). “New Insights into Learning and Teaching and their Implications for Assessment”. In M. Segers, F. Dochy and E. Cascallar (Eds.) Optimizing New Methods of Assessment: In Search of Qualities and Standards. (pp 13-36), Kluwer, Boston. Chen, S. J. (2007). “Instructional Design Strategies for Intensive Online Courses: An Objectivist-Constructivist Blended Approach”, Journal of Interactive Online Learning, Vol 6, No. 1, pp 72-86. Clark, R. E. (2001). “A Summary of Disagreements with the ‘Mere Vehicles’ Argument. In R. E. Clark (Ed.), Learning from Media: Arguments, Analysis, and Evidence (pp 125–136), Information Age Publishing, Greenwich. Hutti, D. (2007). “Online Learning, Quality, and Illinois Community Colleges”, MERLOT Journal of Online Learning and Teaching, Vol 3, No. 1, pp 18-29. iNACOL. (2010). “Fast Facts about Online Learning”, [online], International Association for K-12 Online Learning, http://www.inacol.org/press/nacol_fast_facts.pdf. Plass, J. L. (1998). “Design and Evaluation of the User Interface of Foreign Language Multimedia Software: A Cognitive Approach”, Language Learning & Technology, Vol 2, No. 1, pp 40-53. Redden, E. (2009). “In Global Recession, Global Ed Still Growing”, [online], Inside Higher Ed., http://www.insidehighered.com/news/2009/05/29/international. . Rovai, A. P. (2002). “Building Sense of Community at a Distance”, International Review of Research in Open and Distance Learning, Vol 3, No. 1. Rovai, A. P. (2004). “A Constructivist Approach to Online College Learning”, Internet and Higher Education, Vol 7, No. 2, pp 79-93. Rovai, A. P. and Downey, J. (2010). “Why Some Distance Education Programs Fail while Others Succeed in a Global Environment”, The Internet and Higher Education, Vol 13, No. 3, pp 141-147. U.S. Department of Education. (2009). Evaluation of Evidence-Based Practices in Online Learning: A Meta- Analysis and Review of Online Learning Studies, Washington, D.C. Shachar, M. (2008). “Meta-Analysis: The Preferred Method of Choice for the Assessment of Distance Learning Quality Factors”, The International Review of Research in Open and Distance Learning, Vol 9, No. 3. Thompson, T. L. and MacDonald, C. J. (2005). “Community Building, Emergent Design and Expecting the Unexpected: Creating a Quality eLearning Experience”, Internet and Higher Education, Vol 8, No. 3, pp 233-249. Ungerleider, C. and Burns, T. (2003). “A Systematic Review of the Effectiveness and Efficiency of Networked ICT in Education”, A state of the field report to the Council of Ministries of Education, Canada and Industry Canada, October. Watson, J. F. (2007). “A National Primer on K-12 Online Learning”, [online], NACOL, http://www.nacol.org/docs/national_report.pdf. 302
Researching and Sharing – Business School Students Creating a Wiki Glossary Andrea Gorra and Ollie Jones Faculty of Business and Law, Leeds Metropolitan University, UK gorra@leedsmet.ac.uk o.jones@leedsmet.ac.uk Abstract: Often students find that the terminology involved in a new subject can be a barrier to learning, Some theorists term this 'cognitive load' - a high amount of information that the brain has to process before it can begin to construct new knowledge. Glossaries have been used in many different educational contexts; however traditional glossaries are passive and have less capability to promote student engagement. This paper outlines a small scale study in a UK business school that used a small wiki situated within the Virtual Learning Environment to encourage students to construct their own glossary at the start of a module. Whilst many studies have looked at use of wikis in student work, especially collaborative projects, relatively few have investigated the use of wikis for constructing simple glossary entries created by students. In our study each student was allocated a particular subject related term. The students were instructed to construct a wiki entry describing what the term meant, citing at least two appropriate references. The study was evaluated by a variety methods including quantitative analysis of the Virtual Learning Environment usage and access statistics, alongside qualitative and quantitative survey data. Generally the quality of the entries was very high and students indicated that writing the wiki glossary entries helped them to understand the terminology of the new subject. Students stated that they had read a number of entries over the course of the module and some chose to reference the wiki in their final written assignment. Our research indicates that students found creating the wiki more useful than the finished resource itself. Keywords: wiki, glossary, active learning, VLE 1. Background Often students find that the terminology involved in a new subject can be a barrier to learning about concepts (see for example Wandersee, 1988; Lidbury and Zhang, 2008). Theorists such as Sweller (1994) determine this as ‘cognitive load’ – the higher the amount of information the brain the must process before it can begin to construct knowledge. Glossaries have been used in many different educational contexts (Hall, 2002) to enable more effective dialogue between tutor and student. Laurillard (2002) believes that the use of glossaries can help with the students’ learning process. However traditional glossaries are passive and have less capability to promote student engagement, especially at the beginning of studying a subject. This paper outlines a small scale study in a Business School in the North of England that used wikis to encourage students to construct their own glossary at the start of a module. A wiki is a website that can be modified and contributed to by internet users (Encyclopædia Britannica, 2011). Wikis and other social networking sites are part of a host of applications that are also known as Web 2.0 technologies (O'Reilly, 2005). The rationale for introducing a glossary task was to foster enquiry based learning (Khan and O’Rourke, 2005) in order to engage students early on in the 12 week Operations management module and to help the students to familiarise themselves with the terminology of this new subject. Whilst a lot of studies have looked at use of wikis in student work , especially collaborative projects, relatively few have looked at using wikis for constructing simple glossary entries. In those studies that do, such as Cubric (2010), the glossary element forms a small part of the overall research. The students taking part in this study were in their second year of study (Level 5), from two separate undergraduate business courses, namely Business Studies, and Business and Management studies. The module taken was ‘Operations Management’ (OM) which was taught in the first semester at Leeds Metropolitan University. The OM module was delivered by 5 tutors over 12 classes and was delivered by using lectures and tutorials. The assessment was a multi-media case study accessible the Virtual Learning Environment (VLE) and via an additional DVD. The case study aimed at developing the students’ employability skills and 303
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Danny Glick and Roni Aviram<br />
Bernard, R. M., Abrami, P. C., Lou, Y, Borokhovski, E., Wade, A., Wozney, L., Wallet, P. A., Fiset, M. and Huang,<br />
B. (2004). “How Does Distance Education Compare with Classroom Instruction? A Meta-Analysis of the<br />
Empirical Literature”, Review of Educational Research, Vol 74, No. 3, p. 379-439.<br />
Bigge, M. L. and Shermis, S. S. (1999). Learning Theories for Teachers (6th Ed.), Longman, New York.<br />
Birenbaum, M. (2003). “New Insights into Learning and Teaching and their Implications for Assessment”. In<br />
M. Segers, F. Dochy and E. Cascallar (Eds.) Optimizing New Methods of Assessment: In Search of<br />
Qualities and Standards. (pp 13-36), Kluwer, Boston.<br />
Chen, S. J. (2007). “Instructional Design Strategies for Intensive Online Courses: An Objectivist-Constructivist<br />
Blended Approach”, Journal of Interactive Online Learning, Vol 6, No. 1, pp 72-86.<br />
Clark, R. E. (2001). “A Summary of Disagreements with the ‘Mere Vehicles’ Argument. In R. E. Clark (Ed.),<br />
Learning from Media: Arguments, Analysis, and Evidence (pp 125–136), Information Age Publishing,<br />
Greenwich.<br />
Hutti, D. (2007). “Online Learning, Quality, and Illinois Community Colleges”, MERLOT Journal of Online<br />
Learning and Teaching, Vol 3, No. 1, pp 18-29.<br />
iNACOL. (2010). “Fast Facts about Online Learning”, [online], International Association for K-12 Online Learning,<br />
http://www.inacol.org/press/nacol_fast_facts.pdf.<br />
Plass, J. L. (1998). “Design and Evaluation of the User Interface of Foreign Language Multimedia Software: A<br />
Cognitive Approach”, Language Learning & Technology, Vol 2, No. 1, pp 40-53.<br />
Redden, E. (2009). “In Global Recession, Global Ed Still Growing”, [online], Inside Higher Ed.,<br />
http://www.insidehighered.com/news/2009/05/29/international. .<br />
Rovai, A. P. (2002). “Building Sense of Community at a Distance”, International Review of Research in Open and<br />
Distance Learning, Vol 3, No. 1.<br />
Rovai, A. P. (2004). “A Constructivist Approach to Online College Learning”, Internet and Higher Education, Vol<br />
7, No. 2, pp 79-93.<br />
Rovai, A. P. and Downey, J. (2010). “Why Some Distance Education Programs Fail while Others Succeed in a<br />
Global Environment”, The Internet and Higher Education, Vol 13, No. 3, pp 141-147.<br />
U.S. Department of Education. (2009). Evaluation of Evidence-Based Practices in Online Learning: A Meta-<br />
Analysis and Review of Online Learning Studies, Washington, D.C.<br />
Shachar, M. (2008). “Meta-Analysis: The Preferred Method of Choice for the Assessment of Distance Learning<br />
Quality Factors”, The International Review of Research in Open and Distance Learning, Vol 9, No. 3.<br />
Thompson, T. L. and MacDonald, C. J. (2005). “Community Building, Emergent Design and Expecting the<br />
Unexpected: Creating a Quality eLearning Experience”, Internet and Higher Education, Vol 8, No. 3, pp<br />
233-249.<br />
Ungerleider, C. and Burns, T. (2003). “A Systematic Review of the Effectiveness and Efficiency of Networked ICT<br />
in Education”, A state of the field report to the Council of Ministries of Education, Canada and Industry<br />
Canada, October.<br />
Watson, J. F. (2007). “A National Primer on K-12 Online Learning”, [online], NACOL,<br />
http://www.nacol.org/docs/national_report.pdf.<br />
302
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