English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

publication-status: Publishedtypes: ArticleThis paper explores how wikis may be used to support primary education\udstudents’ collaborative interaction and how such an interaction process can be characterised.\udThe overall aim of this study is to analyse the collaborative processes of students\udworking together in a wiki environment, in order to see how primary students can actively\udcreate a shared context for learning in the wiki. Educational literature has already reported\udthat wikis may support collaborative knowledge-construction processes, but in our study we\udclaim that a dialogic perspective is needed to accomplish this. Students must develop an\udintersubjective orientation towards each others’ perspectives, to co-construct knowledge\udabout a topic. For this purpose, our project utilised a ‘Thinking Together’ approach to help\udstudents develop an intersubjective orientation towards one another and to support the\udcreation of a ‘dialogic space’ to co-construct new understanding in a wiki science project.\udThe students’ asynchronous interaction process in a primary classroom—which led to the\udcreation of a science text in the wiki—was analysed and characterised, using a dialogic\udapproach to the study of CSCL practices. Our results illustrate how the Thinking\udTogether approach became embedded within the wiki environment and in the students’\udcollaborative processes. We argue that a dialogic approach for examining interaction\udcan be used to help design more effective pedagogic approaches related to the use of\udwikis in education and to equip learners with the competences they need to participate\udin the global knowledge-construction era

Wiki-supported collaborative learning in primary education: How a dialogic space is created for thinking together