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Competencies in Teaching, Learning and Educational Leadership in the Digital Age pp 197–216Cite as

Assessing the Level of Collaborative Writing in a Wiki-Based Environment: A Case Study in Teacher Education

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Abstract

Wikis have received the last few years a growing interest as tools for supporting collaborative writing in teacher education. This paper reports on results from a case study that aimed at assessing the level of collaborative writing among teacher students. Taking advantages of wiki affordances, the proposed theoretical framework uses a taxonomy of category actions that can be carried out on wiki. These provide a powerful instrument to analyze students’ individual contributions to the wiki and level of collaborative writing among students as well. Implications for teacher preparation and professional development are drawn from the results and future research actions are envisaged to enhance the quality of wiki-based collaborative writing in teacher education.

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Author information

Authors and Affiliations

  1. University of Agder, Serviceboks 422, Kristiansand, 4604, Norway

    Said Hadjerrouit

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  1. Said Hadjerrouit
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Correspondence to Said Hadjerrouit .

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Editors and Affiliations

  1. University of North Texas , DENTON, Texas, USA

    J. Michael Spector

  2. Deakin University, Melbourne, Victoria, Australia

    Dirk Ifenthaler

  3. Curtin University, School of Education Curtin University, Perth, West Australia, Australia

    Demetrios G. Sampson

  4. Universidade Aberta (Portuguese Open University), Lisbon, Portugal

    Pedro Isaias

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Hadjerrouit, S. (2016). Assessing the Level of Collaborative Writing in a Wiki-Based Environment: A Case Study in Teacher Education. In: Spector, J., Ifenthaler, D., Sampson, D., Isaias, P. (eds) Competencies in Teaching, Learning and Educational Leadership in the Digital Age. Springer, Cham. https://doi.org/10.1007/978-3-319-30295-9_12

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  • DOI: https://doi.org/10.1007/978-3-319-30295-9_12

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  • Online ISBN: 978-3-319-30295-9

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