An Exploratory Study on Using Wiki to Foster Student Teachers’ Learner-centered Learning and Self and Peer Assessment

Journal of Information Technology Education:  Volume 11, 2012
Innovations in Practice
An Exploratory Study on Using Wiki to Foster
Student Teachers’ Learner-centered Learning and
Self and Peer Assessment
Eugenia M. W. Ng and Yiu Chi Lai
The Hong Kong Institute of Education, Hong Kong SAR, China
eugenia@ied.edu.hk   yiuchi@ied.edu.hk
Executive Summary
This article discusses an exploratory study that examined whether a wiki-based project could foster student-centered learning. Student teachers were divided into five groups to tackle a group
project which involved creating digital learning materials on wiki that could teach information
technology (IT) to secondary school students. As assessment is a part of learning, they were also
required to develop an assessment rubric to assess the wiki pages created by themselves and their
peers. It was observed that a variety of learning resources, such as videos, newspaper clippings,
and cartoons, were included in the groups’ wiki pages. The student teachers also came up with
assessment rubrics for self and peer assessment of their wiki pages by adopting or adapting assessment rubrics available on the Internet. However, the assessment rubrics did not seem to provide clear assessment guidelines as there were large differences among the groups in terms of
assessing the wiki pages. In sum, it appears that wiki can facilitate student-centered activities as
the statistics logs gathered from the wiki site indicated that the student teachers often revised their
wiki project materials, especially after receiving feedback from their peers and course instructors.
Keywords: assessment rubrics, learner-centered learning, self assessment, peer assessment, student teacher
Introduction
Many people assume that student teachers, digital natives (Prensky, 2005) who have grown up
with technology, automatically know how to integrate technology into their teaching, and yet the
reverse has been found (Lei, 2009; Pope, Hare, & Howard, 2002; Russell, Bebell, O’Dwyer, &
O’Connor, 2003). Student teachers are very competent in using information technology (IT) in
their daily lives, and yet they may not have a clear idea of how to integrate IT into teaching and
learning. Therefore, it is important for teacher education programs to integrate content, pedagogy,
and technology (Hughes, 2005; Koehler, Mishra, & Yahya, 2007) and also for teacher educators
to model IT pedagogical competencies in classroom teaching (Gomez, Sherin, & Griesdorn,
2008; Kim & Hannafin, 2009; Lim &
Chan, 2007; Nicholas & Ng, 2009).   Material published as part of this publication, either on-line or
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Characteristics of Web 2.0
The term “Web 2.0” was coined by
O’Reilly in 2004. Users of Web 2.0 not
only create and own data but also mix,
amend, and recombine content, and they
are relatively more “open to the world,”
welcoming comments and revisions
Editor: Krassie Petrova Using Wiki to Foster Student Teachers’ Learner-centered Learning and Self and Peer
Assessment
(McLoughlin & Lee, 2007). Barlow (2008) argues that Web 2.0 tools also offer an exciting opportunity to create a classroom without walls as they provide a huge and untapped resource for
educators. A popular Web 2.0 environment, wikis, enables users to publish their products on the
Internet easily (Heafner & Friedman, 2008). The editing and history features of wikis are particularly helpful for users to trace the content and timing of revisions. Indeed, there are a number of
studies which have found that wikis can foster collaborative learning, particularly in the area of
primary to university level written English (Mak & Coniam, 2008; Wang, 2010). Lai and Ng
(2011) also argue that wiki-based activities are effective for developing student teachers’ generic
skills. Generic skills include collaborative skills, communication skills, creativity, critical thinking skills, skills in using IT, numeric skills, problem-solving skills, self-management skills, and
study skills (Education Commission, 2000). Wikis are also useful for fostering a deep understanding of social studies (Heafner & Friedman, 2008) and helping pre-service teachers to produce
high quality science materials (Nicholas & Ng, 2009). Nevertheless, some drawbacks have been
reported. For example, Wheeler, Yeomans, and Wheeler (2008) reported that students were frustrated by the complex structure of wikis and inhibited by the openness and the high level of participation involved in wiki work.
Using IT to Foster Learning
The traditional way of learning, with its emphasis on memorization, especially of content knowledge but also of facts and procedures, can no longer cope with the ever changing world. The new
way of learning embraces interaction with the world (Biggs, 2001). Besides interaction, it is also
important to acknowledge learners’ prior knowledge and to help learners acquire and construct
new knowledge (Vygotsky, 1978). Therefore, the learner-centered learning approach is one of the
approaches used to cater for individual learning needs. Using IT as the medium can foster learnercentered learning as it allows learners to learn at their own pace and in their own time through
interaction with digital materials or through interaction among people (Lee & Woods, 2010;
Wong, Kamarish, & Tang, 2006). There are various forms of digital materials, such as simulations, educational games (Jonassen, Peck, & Wilson, 1999; Laurillard, 2002), web-based video
clips, and digital stories (Hur, 2009). Compared with printed materials, multimedia materials are
more simulating and engaging (Jonassen et al., 1999). Jonassen (2000) further argues that IT can
be used as a mind tool for enhancing critical and higher order learning. On the other hand, Web
2.0 authoring is thought to engage students, foster peer learning and creative expression, and develop communication skills and information literacy (Barnes & Tynan, 2007; Berlanga et al.,
2007; J. Brown & Adler, 2008; Godwin, 2007; Lamb & McLaughlin, 2008; Renner, 2006).
Assessment
Morris (1995) suggests that there are six major reasons for carrying out an assessment— grading,
selection, mastery, guidance, prediction, and diagnosis — and that assessment should be one of
the basic components of a curriculum. However, assessment should be embedded in the learning
process in order to provide formative feedback to learners to improve their learning; that is to say,
it should be assessment for learning rather than assessment at the end of learning activities to evaluate or select learners. Similarly, according the principle of constructive alignment, there is a
need for an alignment between intended learning outcomes, student learning activities, and assessment tasks (Biggs, 2003).
Peer assessment is a formative and student-centered evaluation method which has been described
as a natural process for making critical judgments of peers (Fry, 1990). Peer assessment is considered educationally sound as it values students’ sense of ownership and control over their work
(Oldfield & MacAlpine, 1995; Orsmond, Merry, & Reiling, 2000). It is particularly relevant to
today’s workplace where teamwork is emphasized and the ability to assess the performance of
72 Ng & Lai
oneself and one’s peers is essential (S. Brown & Knight, 1994). Furthermore, well-constructed
self-assessment and peer-assessment exercises have the potential to provide valuable learning
experiences and encourage lifelong learning (Berry, 2008). IT undoubtedly can assist by providing a tool or medium for students to collaborate, discuss, provide feedback, and reflect on their
own group work. It is the responsibility of teacher-educators to foster learners as designers and
evaluators whose student-centered learning and critical thinking skills can be transferred to the
real-world setting outside the classroom. However, the versatility of Web 2.0 authoring work may
also pose significant challenges to assessment and hinder its further adoption (Anderson, 2007;
Dron, 2006; Elliott, 2007; Nillson, Eklof, & Ottosson, 2005;  Roberts, 2007; Sankey & Huijser,
2009; Selwyn, 2007; The New Media Consortium & EDUCASE Learning Initiative,  2008). On
the other hand, assessment rubrics when given to students prior to an assessment might guide
them to perform to the level that they wish to achieve (Huba & Freed, 2000; Palloff & Pratt,
2003).
In light of the principle of constructive alignment, a wiki-based project was designed to align with
the intended learning outcomes, student learning activities, and assessment tasks (Biggs, 2003) of
student teachers who intend to teach IT in secondary schools. Wiki was chosen as the IT platform
to support such an exploratory study because it is user friendly, involves no extra costs, and, most
importantly, can support various forms of collaborative learning tasks. This article examines
whether wiki can foster student-centered activities and whether an assessment rubric can serve as
a viable tool for assessing wiki-based activities since such assessment is substantially different
from assessing other IT-based activities due to the interactivity and cooperative effort involved in
such activities (Gray, Thompson, Sheard, Clerehan, & Hamilton, 2010). The following section
discusses the research setting and findings. Finally, conclusions are drawn and future research
directions discussed.
The Research Methodology
The study was conducted at the Hong Kong Institute of Education (HKIEd), the major teacher
education provider in Hong Kong. The study’s participants were student teachers enrolled in three
different programs who were preparing, upon graduation, to teach IT or related subjects to pupils
in secondary schools. All of them had taken a course in assessment and two courses in the IT curriculum and teaching methods.
The Participants
There were 16 participants in this study. One group of participants consisted of four students who
were taking a one-year full-time Postgraduate Diploma in Education (Secondary) program (hereafter termed the FT PGDE) and another group consisted of three students who were studying a
two-year part-time Postgraduate Diploma in Education (Secondary) program (hereafter termed
the PT PGDE). The other three groups of participants were enrolled in a four-year full-time Bachelor of Science in Mathematics and Information Technology Education program (hereafter
termed the MAIE) and were in their final year of study, which is equivalent to the PDGE level.
Each group of MAIE students consisted of three students. All of the PGDE students were male
and each group of MAIE students consisted of at least one female and one male student.
The MAIE students were studying both mathematics and IT at the Hong Kong University of Science and Technology, but they were also taking education and teaching methods courses at
HKIEd. The majority of the MAIE students were secondary school graduates, while most FT
PGDE students were recent college graduates, although some of them had one or two years work
experience. On the other hand, the PT PGDE students were either IT teachers or IT technicians in
secondary schools. The FT and PT PGDE students attended classes together due to the small
number of students enrolled in each of these programs.
73 Using Wiki to Foster Student Teachers’ Learner-centered Learning and Self and Peer
Assessment
The Tasks
An engaging learning design needs to take learners’ prior knowledge and their desire to learn into
consideration and should also acknowledge the learning context. During the period of this study,
the MAIE students were taking a “Supporting Information Technology in Schools” course while
the PGDE students were taking a “Learning and Teaching of Selected Topics in Information
Technology” course. To integrate content, pedagogy, and technology (Hughes, 2005; Koehler et
al., 2007), the course tutors created a wiki site (Project link:
http://sites.google.com/site/teachandlearnict ) which was provided free of charge by Google Sites.
Each group was required to select a topic related to the “social implications of IT,” namely internet addiction, internet privacy, browsers and security, privacy threats on the Internet, and ordinances against computer crime and unauthorized access. “Social implications” makes up one of
the five major content areas of the new secondary school ICT curriculum in Hong Kong. They
were also required to develop an assessment rubric for themselves and others to evaluate their
projects. They were given a brief demonstration on how to use the editing functions to create materials on wiki. In keeping with Hong Kong’s official language policy of “biliteracy and trilingualism,” the students could post the materials in either Chinese or English.
The wiki project guidelines were uploaded on to the wiki site for easy reference. Students were
required to perform five main tasks: (1) to create learning materials in the designated wiki site for
pupils at secondary school level to learn the selected topic (Lee & Woods, 2010; Wong et al.,
2006); (2) to provide constructive comments to their peers to improve the content of the learning
materials (Berry, 2008; Morris, 1995); (3) to develop and design an assessment rubric that could
be used to assess their wiki sites; (4) to use their own assessment rubric to assess their own wiki
site and the wiki sites of the others (for example, Group A students used the rubric they designed
to assess the wiki sites of all of the other groups); and (5) to write a reflection on this project.
The Research Objectives
Prior researchers have argued that online activities should be authentic and useful (Basque, Dao,
& Contamines, 2005; Paige, Lloyda, & Chartres, 2008) and contain enough elements for every
team member to work on (Nicholas & Ng, 2009). The wiki task in this study should have helped
the participants to achieve the objectives of both courses (MAIE and PGDE) as it essentially
helped to “develop participants’ ability to coordinate and manage issues related to ICT management in school” (MAIE course) and also to “enhance participants’ ability to select appropriate
strategies to create learning environments for their students that foster the learning and teaching
of ICT subjects” (PGDE course).
The wiki-based project in this study was designed not only to enable the participants to attain
their course learning objectives but also to enable the researchers to explore whether wiki can
support student-centered learning and assessment activities. To attain the research objective, the
following research questions were posed:
1. Can wiki provide a platform for promoting student-centered learning?
2. How do student teachers come up with assessment rubrics for assessing wiki-based projects?
3. What essential elements are included in their assessment rubrics?
4. Can assessment rubrics serve as viable guidelines for evaluating wiki projects?
74 Ng & Lai
Findings from Wiki Sites
To improve the validity of the results and to minimize the subjectivity of the researchers’ interpretation, data were collected from multiple sources: the contents of the wiki group pages that
were created and the access logs gathered by the wiki site (Yin, 2009). The results of using assessment rubrics for self-assessment and peer-assessment activities were compared and analyzed
to answer the research questions.
Research Question 1
Similar to some findings (Nicholas & Ng, 2009), the contents of the learning materials created on
the wiki site demonstrated that the students had created high quality learning materials for pupils
to learn social implication topics (Figure 1). Apart from text, a variety of learning resources such
as video, newspaper clippings, and cartoons were also embedded in the groups’ wiki site (Figure
2). All of the resources were hyperlinked to selected Internet resources. This referencing practice
not only enables pupils to access to details conveniently but also provides the sources of the contents. The contents of each group’s work will be discussed in detail below.
Figure 1: An example of a Table of Contents
75 Using Wiki to Foster Student Teachers’ Learner-centered Learning and Self and Peer
Assessment
Figure 2: An example of one of the learning tasks for secondary school pupils
Group 1’s topic was the “consequences of indulging in internet activities.” Their wiki site contains text, videos, comics, graphics (statistical graphs), and tables. Each of the topics is presented
on a sub-page. The contents include (1) a definition of internet addiction, (2) the internet addiction situation in Hong Kong, (3) the consequences of internet addiction, (4) case studies of internet addiction, (5) methods of treating internet addiction, (6) related resources, and (7) an “About
Us” section which consists of assessment rubrics and reflections. An online questionnaire that
assesses if a person is addicted to the Internet is also hyperlinked.
Group 2’s chosen topic was “internet piracy.” A variety of resources, such as text, videos, newspaper clippings, and tables, are included on their wiki site. All of the topics are presented sequentially one after another, and the group members’ names and assessment rubrics are also included
at the end of the wiki site even though they are not listed at the beginning of the site. The contents
of Group 2’s wiki site include (1) the learning objectives of the topic,; (2) the curriculum contents, which are further divided into “2.1 What is piracy?”, “2.2 What is internet piracy?”, “2.3.
The effect of internet piracy on Hong Kong,” “2.4 The different kinds of internet piracy,” “2.5
The difficulties of protecting internet privacy,” “2.6 How to protect internet privacy in Hong
Kong,” “2.7 Others,” and “2.8 Related news”; and (3) student activities.
Group 3’s topic was the “ordinances against computer crime and unauthorized access.” There is
no table of contents at the beginning of their wiki site, although all of the information is presented
sequentially. The topics include (1) the teaching objectives of the topic; (2) the current situation;
76 Ng & Lai
(3) the current statistics; (4) computer crime ordinances; (5) comparisons with other countries; (6)
related materials such as related news, related documentaries, and related cases; (7) comments on
computer ordinances (hyperlinked to two discussion forums); (8) student activities; and (9) assessment rubrics for the wiki site. Multimedia resources such as text, videos, and statistical tables
are included on the site.
Group 4’s wiki project concerns “browsers and security.” A variety of multimedia resources, such
as videos, screen shots, texts, and tables, are presented. The table of contents is listed at the top of
the wiki site and all of the topics are presented sequentially. The topics are listed under (1) background information, which is sub-divided into “1.1. Teaching objectives”; “1.2. Teaching strategies”; “1.3. Classroom activities”; “1.4 The first teaching objective”; “1.5 The second teaching
activity”; “1.6 The third teaching activity”; and “1.7 Assessment rubric for the wiki site”. Group 4
did not include any resources for their assessment rubric and it is likely that the rubric they used
is a consolidation of different assessment rubrics.
Group 5’s topic concerns “privacy threats on the Internet”. The learning objective of this topic is
clearly stated at the top of the wiki site. The table of contents is listed at the top of the wiki site
and all the topics are presented in separate sub-pages. Furthermore, the sub-topics appear at the
end of the sub-pages for easy navigation. The topics include (1) hacking; (2) spam; (3) phishing;
(4) ways to maintain privacy; (5) assessment rubric; (6) other news references; and (7) reflections. Group 5’s assessment rubric was adapted verbatim from an internet source. Although the
topic titles are primarily in English, some materials are in Chinese while some are in English.
Even though this group of students was the first group to include videos on the wiki site, very
limited multimedia resources are included in their wiki site.
The statistics of the page functions of the wiki site indicated that pages were edited over 400
times and that the participants tended to revise their project shortly after receiving feedback outside of class time. With the transparency and convenience of the wiki, the students visited the
projects of the other groups and revised them at any time and any place (Lee & Woods, 2010;
Wong et al., 2006). The learning materials that were created on the wiki pages demonstrated that
they had learnt through interaction with the digital materials and through inter-action among
themselves (Wong et al., 2006). Therefore, wiki can provide a platform to foster student-centered
learning (Research Question 1).
Research Question 2
The log functions of wiki enabled the researchers to monitor and compare the differences between the different versions of the assessment rubrics. For example, the first version of Group 3’s
assessment rubric was the same as the assessment rubric shown in the hyperlink (Figure 3), and
they had revised it four times. Finally, they eliminated some assessment items and came up with
one new item for the final version of their assessment rubric (highlighted in Figure 4).
77 Using Wiki to Foster Student Teachers’ Learner-centered Learning and Self and Peer
Assessment
Figure 3: First version of Group 3’s assessment rubric.
Figure 4: Final version of Group 3’s assessment rubric.
Three (Groups 3, 4, and 5) of the five groups of students adapted assessment rubrics from internet
sources while two groups (Groups 1 and 2) adopted assessment rubrics from internet sources
without making any changes. From the wiki logs, it was deduced that the student teachers usually
came up with assessment rubrics by following these steps (Research Question 2):
(1) Search for examples of assessment rubrics on the Internet.
(2) Select assessment criteria that could be used for evaluating wiki-based learning materials.
(3) Decide the number of performance levels for each criterion.
(4) Decide the rating for the chosen criteria.
78 Ng & Lai
Research Question 3
None of the groups chose or developed the same assessment rubric. Four out of the five groups
chose five criteria for their assessment rubrics while one group, Group 5, chose seven. However,
Group 5 changed its seven assessment criteria to five after one of the course lecturers suggested
that they should not simply use a selected assessment rubric. “Writing process” was changed to
“readability” and “development process” and “images” were eliminated. It was logical to group
“layout” and “images” together to “presentation format”. Table 1 shows that “content” is the most
important element in evaluating a wiki page, followed by presentation elements such as “organization” and “design” (Research Question 3). Most of the groups used a qualifier such as “excellent,” “good,” “satisfactory,” and “needs improvement,” but some used numeric scores to evaluate against the criteria.
Table 1: Summary of Criteria Adopted or Adapted in Student Teachers’ Assessment Rubrics
Group 1  Group 2  Group 3  Group 4  Group 5
Subject Knowledge
Content and
Learning of Material
Preliminary Work  Content  Content
Citing Sources  Design  Design  Organization  Readability
Organization  Technical  Content  Attractiveness  Web Skills
Originality  Organization  Presentation
Collaborative
Work
Presentation
format
Technical  Interest  Accuracy  Group Work
Research Question 4
If descriptive scores were used in the assessment rubrics, the researchers translated the descriptors
to numeric scores (i.e., “excellent” to 4, “good” to 3, “satisfactory” to 2, and “needs improvement” to 1). As for the ranking of the groups’ projects, rank 1 is the best group and rank 5 is the
worst group. As sometimes the rankings were the same or some groups did not rated the work of
their peers, the worst group was rated 4 in most cases. The average ranking for the peers’ group
(Table 2) shows that Group 1 created the best learning materials, followed by groups 2, 5, 4, and
3.
Table 2 also shows that Group 5 always gave higher scores to peers’ work, giving the highest
marks to groups 3, 4, and 5, but other groups showed different ratings for peers’ work. As three
groups gave higher scores to their own work while the other groups (Groups 1 and 2) gave lower
scores to their own work, there was no observable evidence that assessment rubrics can serve as
viable guidelines for evaluating wiki projects through either self-assessment or peer assessment
(Research Question 4). The findings confirm it is difficult to assess Web 2.0 authoring work (Anderson et al., 2007; Dron, 2006; Elliott, 2007; Nillson et al., 2005; Roberts, 2007; Sankey & Huijser, 2009; Selwyn, 2007; The New Media Consortium & EDUCASE Learning Initiative,  2008).
79 Using Wiki to Foster Student Teachers’ Learner-centered Learning and Self and Peer
Assessment
Table 2: Summary of the Assessment Results (Rank) among the Groups
For
Group
1
Group
2
Group
3
Group
4
Group
5
Average
ranking given to peers’
groups
Ranking given to their
own group
Rank order
From
Peer assessment
Self assessment
Group 1  4  1  1  3  2  1.67  4  Peer > Self
Group 2  1  4  3  5  4  2.25  4  Peer > Self
Group 3  2  4  2  4  3  3.25  2  Self > Peer
Group 4  2  3  5  2  Missing 3.3  2  Self > Peer
Group 5  Missing  1  4  1  1  3  1  Self > Peer
Conclusions and Directions for Future Research
This article has discussed an exploratory study involving the participation of student teachers intending to teach IT subject in secondary schools in Hong Kong in a wiki-based project. The userfriendly wiki platform promoted student-centered learning as all five groups of student teachers
created digital learning materials and assessment rubrics in a wiki environment (Nicholas & Ng,
2009) on their own following the milestones and project guidelines provided by teacher-educators
(Research Question 1). The findings show that the student teachers were able to search internet
resources and come up with appropriate assessment rubrics (Heafner & Friedman, 2008;
McLoughlin & Lee, 2007) to evaluate wiki projects (Research Question 2). “Content” was the
most common criterion used for assessing the wiki projects; other criteria listed by more than one
group were “organization”, “technical knowledge” and “design” (Research Question 3). Contrary
to the common belief that assessment guides learning (Huba & Freed, 2000, Palloff & Pratt,
2003), the inconsistencies in the ratings for peer and self assessment using the assessment rubrics
of the wiki projects’ owners suggest that assessment rubrics may not be able to serve as viable
guidelines for evaluating wiki projects (Research Question 4). Perhaps wiki authoring is too complex to be assessed (Anderson et al., 2007; Dron, 2006; Elliott, 2007; Nillson et al., 2005; Roberts, 2007; Sankey & Huijser, 2009; Selwyn, 2007; The New Media Consortium & EDUCASE
Learning Initiative,  2008).
In sum, the visibility and user friendliness of wiki can foster student-centered learning and self
and peer assessment among student teachers. However, due to the limited sample size, it is difficult to generalize the findings of this exploratory study. To improve this study, we could conduct
a focus group meeting and analyze the reflections of the participants to complement the findings
discussed in this paper. There are also two main directions for future research. First, a training
session could be introduced to instruct participants how to perform an assessment prior to the actual assessment. Second, different groups could explain the assessment rubrics they created to
make it easier for other groups to understand them. Last but not least, the sample size could be
enlarged so that patterns might be observed.
80 Ng & Lai
Acknowledgement
The authors are very thankful to all learners for participating and allowing the authors to cite their
work.
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Biographies
Dr. Mee Wah Eugenia Ng is an Associate Professor (Mathematics
and Information Technology Department) of the Hong Kong Institute
of Education (HKIEd). She has joined the HKIEd for 16 years and has
taught courses from sub-degree to doctoral level in the area of information technology in education. She has been the IT subject specialist for
the Hong Kong Council for Accreditation of Academic and Vocational
Qualifications since 2002. She is also very active in re-search and has
been a research investigator of various internal and external funded
projects. She has had over eighty articles published in conference proceedings, journals, newspapers and as book chapters in the area of IT
in education or information system. She is the editor of the book entitled Comparative blended learning practices and environments and
Dynamic Advancements in Teaching and Learning Based Technologies – New Concepts, editorin-Chief of International Journal of Web-based Learning and Teaching Technologies, a member
of the editorial board of a number of international referred journal
Dr. Yiu Chi Lai is an Assistant Professor of the Department of Mathematics and Information Technology at the Hong Kong Institute of
Education. His current teaching and research areas include Curriculum
and Teaching Methods of IT subjects, Web 2.0 in Education and Assessment for Learning. He is active in educational research and curricular resources development. He has been successful in obtaining
various research grants from the General Research Fund, the Quality
Education Fund and the Education Bureau. His publications include
school textbooks, work-books, monographs, journal articles, conference papers, training booklets, newspaper articles, CD-ROMs, computer software, and lear