Augar, N., Raitman, R., and Zhou, W. (2004). Teaching and learning online with wikis. Proceedings of the 2004 ASCILITE Conference.   Retrieved from http://www.ascilite.org.au/conferences/perth04/procs/pdf/augar.pdf

Beldarrain, Y. (2006). Distance Education Trends: Integrating new technologies to foster student interaction and collaboration. Distance Education.  27, (2), 139-153. Retrieved April 8, 2011, from Research Library. 

Bold, M. (2006). Use of Wikis in Graduate Course Work. Journal of Interactive Learning Research, 17(1), 5-14. Retrieved from EBSCOhost.

Campbell, K., & Ellingson, D. (2010). Cooperative Learning At A Distance: An Experiment With Wikis. American Journal of Business Education, 3(4), 83-89. Retrieved from EBSCOhost.

Driscoll, K.  (2007, May). Collaboration in Today's Classrooms: New Web Tools Change the Game. MultiMedia & Internet@Schools, 14(3), 9-12.  Retrieved April 8, 2011, from Research Library.

Duffy, P. and A. Bruns. (2006) The Use of Blogs, Wikis and RSS in Education: A Conversation of Possibilities. In Proceedings Online Learning and Teaching Conference 2006, pages pp. 31-38, Brisbane.  Accessed from http://eprints.qut.edu.au/

Hsu, J. (2009). Employing Interactive Technologies for Education and Learning: Learning-Oriented Applications of Blogs, Wikis, Podcasts, and More.  In Tomei, L. A. (Ed.) Information Communication Technologies for Enhanced Education and Learning: Advanced Applications and Developments Advances in Information and Communication Technology Education Series. Ch. 17. Available from http://www.netlibrary.com.ezproxy2.apus.edu/urlapi.asp?action=summary&v=1&bookid=228995

Lamb, B. (2004). Wide Open Spaces: Wikis, Ready or Not.  EDUCAUSE Review, Vol. 39, No.5, September/October 2004, pp. 36–48. Available from http://www.educause.edu/pub/er/erm04/erm0452.asp

Parker, K. R. and Chao, J. T. (2007). Wiki as a teaching tool. Interdisciplinary Journal of Knowledge & Learning Objects, v3 p57-72. Retrieved from http://www.ijello.org/Volume3/IJKLOv3p057-072Parker284.pdf.

Raitman, R., Augar, N. ,and Zhou, W. (2005)  Employing Wikis for Online Collaboration in the E-Learning Environment: Case Study.  Third International Conference on Information Technology and Applications (ICITA'05) Volume 2.  Retrieved from http://didactique-hec.pbworks.com/f/RaitmanAugarZhou.pdf.

Rich, L. L., Cowan, W., Herring, S D, & Wilkes, W. (March 1, 2009). Collaborate, Engage, and Interact in Online Learning: Successes with Wikis and Synchronous Virtual Classrooms at Athens State University.  ERIC: Reports, p.NA. Retrieved April 11, 2011, from Educator's Reference Complete via Gale:  Document URL: http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED504675

Schroeder, B. (2009). Within the Wiki: Best Practices for Educators. AACE Journal, 17(3), 181-197. Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/28183

WikiMatrix http://www.wikimatrix.org/   Enables comparison of wikis.  Includes a comprehensive list of wikis to compare.

Articles

Beldarrain, Y. (2006). Distance Education Trends: Integrating new technologies to foster student interaction and collaboration. Distance Education.  27, (2), 139-153. Retrieved April 8, 2011, from Research Library. 

Current trends in the field of distance education indicate a shift in pedagogical perspectives and theoretical frameworks, with student interaction at the heart of learner-centered constructivist environments.  The purpose of this article is to explore the benefits of using emerging technology tools such as wikis, blogs, and podcasts to foster student interaction in online learning. It also reviews social software applications such as Writeboard™,  InstaColl™,  and Imeem™.  Although emerging technologies offer a vast range of opportunities for promoting collaboration in both synchronous and asynchronous learning environments, distance education programs around the globe face challenges that may limit or deter implementation of these technologies.  This article probes the influence of technology on theory and the possible implications this influence affords.

http://proquest.umi.com.ezproxy2.apus.edu/pqdweb?did=1228071561&sid=2&Fmt=6&clientId=62546&RQT=309&VName=PQD

Bold, M. (2006). Use of Wikis in Graduate Course Work. Journal of Interactive Learning Research, 17(1), 5-14. Retrieved from EBSCOhost.

Abstract

Graduate education in an online environment frequently means relying on a course management system (CMS) but also calls for additional interactive components. Courses in an online Master’s in Family Studies incorporated wikis (Hawaiian word for .quick.) to support collaboration among

students. Online collaboration can replicate the expected cooperative learning among graduate students in on-campus settings. To accomplish this, wiki technology was utilized for collaborative web pages.

http://search.ebscohost.com.ezproxy1.apus.edu/login.aspx?direct=true&db=ehh&AN=19794184&site=ehost-live

Bonk, C. J. (2010). For Openers How Technology Is Changing School. Educational Leadership, 67(7), 60-65. Retrieved from EBSCOhost.  http://search.ebscohost.com.ezproxy2.apus.edu/login.aspx?direct=true&db=aph&AN=48972512&site=ehost-live

Brisco, S. (May 2007). Which Wiki is right for you? A close look at the top three software choices.  School Library Journal, 53, 5. p.78(2). Retrieved April 11, 2011, from Academic OneFile via Gale:

http://find.galegroup.com/gps/start.do?prodId=IPS&userGroupName=26632_nwrls

If you've never created a library Web page (and don't intend to start learning HTML code anytime soon), but want your library to have a Web-presence, maybe it's time to consider a library wiki. As more educators and librarians collaborate in an online environment, wikis (which in Hawaiian means "quick" or "very fast") provide users with a tool that can be easily accessed, edited, and updated. As we create a more collaborative 2.0 school library environment, wikis provide an opportunity for students, teachers, parents, administrators, and community members to actively create new information for others.

(See PDF )

Campbell, K., & Ellingson, D. (2010). Cooperative Learning At A Distance: An Experiment With Wikis. American Journal of Business Education, 3(4), 83-89. Retrieved from EBSCOhost.  http://search.ebscohost.com.ezproxy2.apus.edu/login.aspx?direct=true&db=ehh&AN=49186897&site=ehost-live

Abstract

The merits of incorporating group work into learning environments are well established. Online

classes and other distance learning settings, however, can make it challenging to introduce

traditional group projects. Wikis use technology to facilitate group work in distance learning

settings. Wikis allow individuals in different locations to asynchronously post and edit content on

a website to iteratively and cooperatively work toward a solution. We describe wikis and their use

in an online MBA managerial accounting class. Student feedback on their experiences using wikis

as well as instructor observations were mostly positive while negative comments were primarily

administrative in nature and easily addressed. In general wikis can be implemented in any

business course using group assignments. When using wikis for cooperative learning, the

obstacles are minimal, but the potential benefits for students may be substantial. These benefits

include developing a sense of community, participating in peer-to-peer learning and using critical

thinking and communication skills while still enjoying the convenience of working asynchronously

in disparate locations.

Driscoll, K.  (2007, May). Collaboration in Today's Classrooms: New Web Tools Change the Game. MultiMedia & Internet@Schools, 14(3), 9-12.  Retrieved April 8, 2011, from Research Library.  http://proquest.umi.com.ezproxy2.apus.edu/pqdweb?did=1272562851&sid=4&Fmt=6&clientId=62546&RQT=309&VName=PQD

 Duffy, P. and A. Bruns. (2006) The Use of Blogs, Wikis and RSS in Education: A Conversation of Possibilities. In Proceedings Online Learning and Teaching Conference 2006, pages pp. 31-38, Brisbane.  Accessed from http://eprints.qut.edu.au/

Abstract

In a ‘socially mobile learning environment’, it is no longer sufficient to use online learning and teaching technologies simply for the delivery of content to students. A ‘digital literacy’ exists where flexible and mobile technologies must be explored for collaborative and (co)creative purposes, as well as for the critical assessment and evaluation of information.

This paper will focus on the educational possibilities of blogs, wikis and RSS feeds. Blogs and wikis are two new content development and management technologies that enable an interactive and intercreative engagement amongst students and between students and teachers. RSS is a technology for syndicating information such as the content of websites. These technologies enable desirable practices such as collaborative content creation, peer assessment, formative evaluation of student work, individual as well as group reflection on learning experiences, and up-to-date information regarding changes in collaborative spaces, and can be used in the development of authentic learning tasks. An overview of each technology will be presented with pragmatic suggestions for their incorporation into the student learning experience.

Parker, K. R. and Chao, J. T. (2007). Wiki as a teaching tool. Interdisciplinary Journal of Knowledge & Learning Objects, v3 p57-72. Retrieved from http://www.ijello.org/Volume3/IJKLOv3p057-072Parker284.pdf.

Abstract

Wikis are one of many Web 2.0 components that can be used to enhance the learning process. A

wiki is a web communication and collaboration tool that can be used to engage students in learning

with others within a collaborative environment. This paper explains wiki usage, investigates

its contribution to various learning paradigms, examines the current literature on wiki use in education,

and suggests additional uses in teaching software engineering.

Shin, M., & Lee, Y.-j. (Jan 2009). Changing the landscape of teacher education via online teaching and learning.  Techniques, 84, 1. p.32(2). Retrieved April 11, 2011, from General OneFile via Gale:

http://find.galegroup.com/gps/start.do?prodId=IPS&userGroupName=26632_nwrls

(See PDF)

Schroeder, B. (2009). Within the Wiki: Best Practices for Educators. AACE Journal, 17(3), 181-197. Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/28183

Abstract

With the increasing emphasis in higher education to provide opportunities for students to work and collaborate in groups, enhancing problem-solving and critical-thinking skills, instructors are looking beyond traditional course management tools to emerging technologies. One technology that supports group collaboration is a wiki. However, many instructors either don’t know about wikis or how to apply best practices to increase their potential for learning. Therefore, in this paper the author discusses how three faculty members at Boise State University used wikis, the challenges and opportunities they experienced, and specific best practices they developed to enhance learning with wikis.

Yan, J. (2008). Social Technology as a New Medium in the Classroom. New England Journal of Higher Education, 22(4), 27-30. Retrieved from EBSCOhost.  http://search.ebscohost.com.ezproxy2.apus.edu/login.aspx?direct=true&db=aph&AN=31904126&site=ehost-live

Abstract

This article offers a look at the emerging use of social technology in the U.S. education system. Particular focus is given to Rhode Island School of Design's (RISD) e-Portfolios program. Blogs and wikis are other kinds of communications being adopted by schools and colleges. Also included are information on the advantages of using blogs as a tool for class interaction and the use of wikis in group-based projects. Other technology options include online learning communities and Web 2.0 solutions.

Books and book chapters

Alden, J. (2010). Use of Wikis to Support Collaboration Among Online Students. In Yang, H. H. and  Yuen, S. C. (Eds.) Collective Intelligence and E-learning 2.0: Implications of Web-based Communities and Networking.  Ch. 7. Available from http://www.netlibrary.com.ezproxy2.apus.edu/urlapi.asp?action=summary&v=1&bookid=272468

Abstract

The emergence of Web 2.0 technologies with its emphasis on social networking has presented an opportunity for academic institutions to take advantage of new tools to support educational courses. One of these tools is a Wiki. This chapter discusses the merits and challenges of using a Wiki to support the activities of students during group projects. It shows the importance of student collaboration in online courses by fostering deeper learning, producing higher quality team products, and preparing students for today’s collaborative workplace. The chapter focuses on the best practices of faculty from setting up the Wiki at the onset through the final phase of evaluating the group product and the individual contribution of individual team members. It also discusses a number of ways in which Wiki-supported collaborative activities can be introduced into online courses and the criteria for selecting particular Wiki products for an institution.

Hsu, J. (2009). Employing Interactive Technologies for Education and Learning: Learning-Oriented Applications of Blogs, Wikis, Podcasts, and More.  In Tomei, L. A. (Ed.) Information Communication Technologies for Enhanced Education and Learning: Advanced Applications and Developments Advances in Information and Communication Technology Education Series. Ch. 17. Available from http://www.netlibrary.com.ezproxy2.apus.edu/urlapi.asp?action=summary&v=1&bookid=228995

Abstract

A number of new communications technologies have emerged in recent years which were originally used primarily for personal and recreational purposes. The emphasis of these is on social networking and communications. However, these “conversational, constructivist Web 2.0 learning tools”, coupled

with the power and reach of the Internet, have been identified and employed effectively for both educational learning and knowledge-oriented applications. In particular, the technologies given attention in this paper include Instant Messaging (IM), weblogs (blogs), wikis, and podcasts. A discussion of these technologies and their uses, underlying educational and cognitive psychology theories, and also applications for education and the management of knowledge, are examined in detail. The implications

for education, as well as areas for future research are also explored.

Lamb, B. (2004). Wide Open Spaces: Wikis, Ready or Not.  EDUCAUSE Review, Vol. 39, No.5, September/October 2004, pp. 36–48. http://www.educause.edu/pub/er/erm04/erm0452.asp

Rich, L. L., Cowan, W., Herring, S D, & Wilkes, W. (March 1, 2009). Collaborate, Engage, and Interact in Online Learning: Successes with Wikis and Synchronous Virtual Classrooms at Athens State University.  ERIC: Reports, p.NA. Retrieved April 11, 2011, from Educator's Reference Complete via Gale: http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED504675

Introduction

The purpose of this paper is to provide faculty with creative ways to use tools such as wikis and synchronous virtual classrooms to build a sense of community within their distance classes. A review of the literature provides an understanding of the many significant benefits of including collaboration, engagement, and interaction in e-learning courses. This paper details a variety of pedagogical approaches based on the experiences of faculty at Athens State University to successfully incorporate collaborative technologies into online courses. Student and faculty commentaries are included to support how these approaches have indeed enhanced online, undergraduate courses in business and education at Athens State University. An accompanying wiki site that includes step-by-step directions for designing and implementing these strategies, sources of research on the subject, and opportunities for interested faculty to collaborate on these issues can be found at http://athensstateuniversity.pbwiki.com/.

Connected minds, emerging cultures: cybercultures in online learning.

 By Steve Wheeler

Editorial Review

A volume in Perspectives in Instructional Technology and Distance Education Series Editors: Charles Schlosser and Michael Simonson Nova Southeastern University As the title indicates, this book highlights the shifting and emergent features that represent life online, specifically in and around the territory of e-learning. Cybercultures in themselves are complex conglomerations of ideas, philosophies, concepts, and theories, some of which are fiercely contradictory. As a construct, "cyberculture" is a result of sustained attempts by diverse groups of people to make sense of multifarious activities, linguistic codes, and practices in complicated and ever-changing settings. It is an impossibly convoluted field. Any valid understanding of cyberculture can only be gained from living within it, and as Bell suggests, it is "made up of people, machines and stories in everyday life." Although this book contains a mix of perspectives, as the chapters progress, readers should detect some common threads. Technology-mediated activities are featured throughout, each evoking its particular cultural nuances and, as Derrick de Kerckhove (1997) has eloquently argued, technology acts as the skin of culture. All the authors are passionate about their subjects, every one engages critically with his or her topics, and each is fully committed to the belief that e-learning is a vitally important component in the future of education. All of the authors believe that digital learning environments will contribute massively to the success of the information society we now inhabit. Each is intent on exploration of the touchstone of "any time, any place" learning where temporal and spatial contexts cease to become barriers to learning, and where the boundaries are blurring between the formal and informal. This book is divided into four sections. In Part I, which has been titled "Digital Subcultures," we begin an exploration of "culture" and attempt to locate the learner within a number of digital subcultures that have arisen around new and emerging technologies such as mobile and handheld devices, collaborative online spaces, and podcasting. The chapters in this section represent attempts by the authors to demonstrate that there are many subdivisions present on the Web, and that online learners cannot and should not be represented as one vast amorphous mass of "Internet" users.

http://books.google.com/books?id=kbH5-H7iZ9kC&printsec=frontcover&dq=Connected+Minds%2C+Emerging+Cultures%3A+Cybercultures+in+Online+Learning&source=bl&ots=HC6p0D5YB4&sig=4lNCjpUJIzjcBGR_vLvp6Pnfb2I&hl=en&ei=tvygTei3LIyCtget7dyUAw&sa=X&oi=book_result&ct=result&resnum=3&ved=0CCAQ6AEwAg#v=onepage&q&f=false

Conference Proceedings, etc.

Augar, N., Raitman, R., and Zhou, W. (2004). Teaching and learning online with wikis. Proceedings of the 2004 ASCILITE Conference.   Retrieved from http://www.ascilite.org.au/conferences/perth04/procs/pdf/augar.pdf

Abstract

Wikis are fully editable websites; any user can read or add content to a wiki site. This functionality means that wikis are an excellent tool for collaboration in an online environment. This paper presents wikis as a useful tool for facilitating online education. Basic wiki functionality is outlined and different wikis are reviewed to highlight the features that make them a valuable technology for teaching and learning online. Finally, the paper discuses a wiki project underway at Deakin University. This project uses a wiki to host an icebreaker exercise which aims to facilitate ongoing interaction between members of online learning groups. Wiki projects undertaken in America are outlined and future wiki research plans are also discussed. These wiki projects illustrate how e-learning practitioners can and are moving beyond their comfort zone by using wikis to enhance the process of teaching and learning online.

Raitman, R., Augar, N. ,and Zhou, W. (2005)  Employing Wikis for Online Collaboration in the E-Learning Environment: Case Study.  Third International Conference on Information Technology and Applications (ICITA'05) Volume 2.  Retrieved from http://didactique-hec.pbworks.com/f/RaitmanAugarZhou.pdf.

Abstract

This paper examines the various ways in which students reflect on their very recent experiences in collaborating in an online elearning environment. Wikis, fully editable websites, are easily accessible, require no software and allow its contributors, in this case students, to feel a sense of responsibility and ownership. Wikis are everywhere, but, unfortunately, the online literature has not yet begun to focus enough on wikis (Mattison 2003).  Whereas students are used to the WebCT based university

Elearning environment, Deakin Studies Online (DSO), this case study, completed in Nov 2004, was conducted to test the wiki platform as a means of online collaboration in the tertiary education environment. A full analysis of the results is presented, as are recommendations for improving the platform in an effort to employ wikis and utilize them to their full and absolute potential.

Webpages

WikiMatrix

http://www.wikimatrix.org/

Enables comparison of wikis.  Includes a comprehensive list of wikis to compare.