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Academic literature on the topic 'Wikispaces'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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Journal articles on the topic "Wikispaces"

Saputri, Eka Yuliani, and Tauricha Astiyandha. "USING WIKISPACES TO IMPROVE STUDENTS’ WRITING NARRATIVE TEXT." Lingua 1, no. 02 (2018): 31–42. http://dx.doi.org/10.34005/lingua.v1i02.193.

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The research consists of two variables, namely the independent variable (wikispaces) and the dependent of variable (writing narrative text). The purpose of this research is to find out whether or not there is effect between using wikispaces and writing narrative text. This research was conducted on grade ten students at SMA Islam As-Syafi’iyah 02, Pondok Gede, Bekasi in academic year of 2016-2017. Research method used in this research quantitative and the design quasi experimental post-test only. To collect data the researcher used one instrument in the form of subjective, essay writing each n

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Chee Mei, Hooi. "Blended Learning Approach in Developing Metacognitive Strategies in Group Writing." Volume 4 Issue 1 January 2024 4, no. 1 (2024): 150–74. http://dx.doi.org/10.33093/jclc.2024.4.1.8.

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Evolving technology has rapidly changed the scenario of education. Many universities in Malaysia are moving towards blended learning. This learning environment combines teaching methods, delivery methods, media formats or a mixture of all these. It also refers to integrated learning activities like online and face-to-face learning. This study examines how metacognitive strategies were developed during group work in an intact class comprising 21 first-year undergraduates in an expository writing course. It also seeks to determine the students’ perceptions of their blended writing experience. Da

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Ha, Myung-Jeong. "Wikispaces: A Social Constructivist Approach to Flipped Learning in Higher Education Contexts." International Journal of Contents 12, no. 4 (2016): 62–68. http://dx.doi.org/10.5392/ijoc.2016.12.4.062.

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Mohottala, Hashini E. "The Combination of Just-in-Time Teaching and Wikispaces in Physics Classrooms." Physics Teacher 51, no. 1 (2013): 44–46. http://dx.doi.org/10.1119/1.4772039.

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Aljohani, Nouf Jazaa. "Teacher Self-Efficacy Beliefs and the Integration of Interactive Website Wikispaces Classroom." International Journal of Web-Based Learning and Teaching Technologies 17, no. 1 (2022): 1–17. http://dx.doi.org/10.4018/ijwltt.313192.

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Some components of the knowledge and skills required for teaching using 21st century technology can be assessed with reasonable confidence. The researcher conducted a study intended to determine the factors that affect teacher self-efficacy—that is, their evaluation of their own competence using the interactive educational website Wikispaces Classroom in various teaching fields. The participants were 44 pre-service teachers from various levels of the education system. The study was based on qualitative and quantitative methods. To obtain the qualitative data, the researcher administered a pre-

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Scherer Bassani, Patrícia B., Débora Nice F. Barbosa, Nina Mappeli, Lucas Silva Sauter, and Mônica Frozza. "Cooperação e participação na educação online: a presença social em ambientes de escrita coletiva." Revista Iberoamericana de Educación 61, no. 3 (2013): 1–11. http://dx.doi.org/10.35362/rie6131073.

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Pesquisas recentes reconhecem que a presença social é um conceito central na educação online. As interações fortalecem a presença social, caracterizada pelo potencial de participação, envolvimento e visibilidade dos sujeitos, em relação a si, aos outros e ao meio. Este estudo, de abordagem qualitativa, teve como objetivo identificar como se dá a presença social no ambiente de escrita coletiva Wikispaces. A análise foi baseada no modelo 3C, proposto para orientar o projeto e a implementação de sistemas colaborativos. Resultados apontam que o elemento de percepção do modelo 3C é fundamental para

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Brescó Baiges, Enric, and Noemí Verdú Surroca. "Valoración del uso de las herramientas colaborativas Wikispaces y Google Drive, en la educación superior." Edutec. Revista Electrónica de Tecnología Educativa, no. 49 (September 29, 2015): a283. http://dx.doi.org/10.21556/edutec.2014.49.39.

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En el presente estudio se lleva a cabo una valoración de las herramientas Wikispace y documentos de Google Drive.La mayoría de estudiantes conocen la wiki y aproximadamente la mitad de ellos tienen conocimiento de Google Drive. A pesar de esto, y sin que las dos herramientas presenten un grado de dificultad elevada en cuanto a su uso. Google drive obtiene mejores resultados, considerándola mejor a nivel de comunicación y organización del trabajo.

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Kanelopoulos, John, Kyparisia A. Papanikolaou, and Pavlos Zalimidis. "Flipping The Classroom to Increase Students’ Engagement and Interaction in a Mechanical Engineering Course on Machine Design." International Journal of Engineering Pedagogy (iJEP) 7, no. 4 (2017): 19. http://dx.doi.org/10.3991/ijep.v7i4.7427.

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This paper focuses on engaging students in engineering education and provides a case study to exemplify one way of doing this proposing wikis as the main technology for delivering the content and collaborative problem solving as the main approach for working in class. In particular, we flipped part of an undergraduate course on Machine Design following specific design principles. The pre-course content was consisted of existing material, videos, texts and appropriate URLs. This was delivered through a wiki on the wikispaces platform. In class students worked individually and in groups on sever

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Gargioni, Ana Alice Dos Passos, Carolina Bottosso De Moura, Regiane Da Silva Macedo Lima, Renata Franck Mendonça De Anunciação, Roziane Keila Grando, and Izabel Cristina de Araújo. "LEGITIMACY, AUTHORITY AND MOBILITY IN A MULTI-SCALAR UNIVERSITY CLASS MEDIATED BY WEB TECHNOLOGIES." Revista da Anpoll 1, no. 40 (2016): 180–91. http://dx.doi.org/10.18309/anp.v1i40.1026.

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The aim of this article is to identify and describe the interactional flow dynamics between participants of a course developed using web technology mediation by a consortium of graduate programs in different Brazilian states in the first half of 2015. Based on the analysis of multimedia records on the development of the course, three interaction spaces, or locales, are identified and described between the participants of the course (Skype, live-and-in-person learning classes and Wikispaces), understood as heterogeneous spaces, but interwoven through technological mediation. Based on the afford

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Carvalho, Felipe Da Silva Ponte de, and Edmea Santos. "AMBIÊNCIAS UBÍQUAS FORMATIVAS NA EDUCAÇÃO ONLINE." Revista Prâksis 2 (June 15, 2020): 24. http://dx.doi.org/10.25112/rpr.v2i0.2207.

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RESUMONesta pesquisa-formação na cibercultura, analisamos os usos de wikis em atos de currículo na educação on-line. Para isso, propomos atividades de escrita colaborativa com as/os estudantes da disciplina de Informática na Educação do curso de Licenciatura em Pedagogia a distância da UERJ/CEDERJ/UAB. As atividades foram arquitetadas na plataforma Moodle do curso, contam com tutoriais de como criar e usar um wiki, fóruns de discussão e link de acesso à plataforma Wikispaces, espaço para realizar a atividade de escrita colaborativa. Como resultado desta pesquisa em rede, destacamos os seguinte

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Dissertations / Theses on the topic "Wikispaces"

Alves, Renata Cristina das Dores. "Refletindo sobre a concordância verbal: uma proposta de intervenção com o auxílio do Wikispaces." Universidade Federal de Juiz de Fora, 2015. https://repositorio.ufjf.br/jspui/handle/ufjf/1258.

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Huang, Shu-ling, and 黃淑玲. "Exploring the impact of different task-based language teaching scaffolding approaches in Wikispaces collaborative writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/209556.

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Task-based Language Teaching is the process of experiential learning. Learners’ active involvement is central to this approach, i.e. Learning by Doing (Nunan, 2004). Technology is able to provide individual remedial/tutorial assistance, allow differentiation, offer enriched content, enhance motivation and encourage involvement (Branden, 2006). With technology, students can enjoy more self-learning chances for improving language skills. The implementation of Task-based Language Teaching and Technology Infusion approaches will more effectively deliver second/foreign language lessons. Techn

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Books on the topic "Wikispaces"

Purcell, Melissa A. The Networked Library. ABC-CLIO, LLC, 2012. http://dx.doi.org/10.5040/9798400690594.

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The lesson plans in this book enable educators to easily incorporate networking technologies into the classroom—not just a fun enrichment activity, but one that is selective and intentional to teach the required standards. Our Web 2.0 world is based on participation. Incorporating networking sites into classroom lesson plans invites students to participate and get involved using the digital learning styles with which they are already accustomed—interacting with new information, building knowledge, and sharing that knowledge with an authentic, responsive audience. The Networked Library: A Guide

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Book chapters on the topic "Wikispaces"

Schmidt, Hans C. "Wiki-workshopping: using Wikispaces for peer writing workshops." In The Plugged-In Professor. Elsevier, 2013. http://dx.doi.org/10.1016/b978-1-84334-694-4.50009-0.

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Gooding, Julia. "A Vehicle for Transforming Education." In Advances in Information and Communication Technology Education. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-936-6.ch005.

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Web 2.0: A Vehicle for Transforming Education includes practical and accessible overviews of some of the most commonly used and most useful technologies. The article serves as an idea generator, especially for teachers looking for ways to update their courses or to explore new concepts in learning. Technologies once only imagined are now opportunities to be implemented in the classroom. Audio and video conferencing, blogs, podcasts, RSS feeds, social bookmarking, and wikispaces are popular means of communicating in today’s society. However, Web technology is developing at such an exponential r

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Iyengar, Kalpana Mukunda, and Howard L. Smith. "Technology Meets Affect." In Handbook of Research on Virtual Training and Mentoring of Online Instructors. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6322-8.ch016.

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This chapter describes a variety of multimedia incorporated into a course to respond to students' emotional and psychological needs. The course was designed for online, hybrid, as well as traditional face-to-face formats. The multimedia incorporated into the course were tools readily available for collegiate use (e.g., email, Google Drive, Wikispace). This research, based on Maslow's hierarchy of needs, asserts that many of the experiences and technological devices integrated into twenty-first century instruction, respond to critical emotional elements of learning. While technological advancem

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Conference papers on the topic "Wikispaces"

Kudikyala, Udai Kumar. "Enhancing Engineering Education with Wikispaces." In 2017 International Conference on Transforming Engineering Education (ICTEE). IEEE, 2017. http://dx.doi.org/10.1109/icteed.2017.8585652.

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Bassani, Patricia B. S., Debora N. F. Barbosa, Lucas Sauter, and Viviane A. Silva. "Social Presence in Collective Writing Environments: An Analysis of Wikispaces." In 2012 Brazilian Symposium on Collaborative Systems (SBSC). IEEE, 2012. http://dx.doi.org/10.1109/sbsc.2012.22.

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Hartwell, Laura, and Bin Zou. "A Chinese-French Case Study of English Language Learning via Wikispaces, Animoto and Skype." In EUROCALL 2013. Research-publishing.net, 2013. http://dx.doi.org/10.14705/rpnet.2013.000146.

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Zarea Gavgani, Vahideh, and Faranak Kazemi Majd. "Utilizing Wikispaces as a Learning and Knowledge Tool -Sharing Environment for Post-Graduate Students in a Medical Library and Information Science Program of Study." In InSITE 2012: Informing Science + IT Education Conference. Informing Science Institute, 2012. http://dx.doi.org/10.28945/1665.

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Cziprok, Claudia daniela, and Florin Popescu. "PROJECT-BASED LEARNING BASED UPON THE CONSTRUCTIVIST METHOD FOR HIGH SCHOOL PHYSICS LESSONS." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-252.

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The focus of this paper is to introduce the idea of project-based learning. An example is to implement project-based learning environments into the curriculum but yet still prepare students for high stakes standardized tests with an emphasis on performance. In addition to traditional course materials such as lectures and problem sets were used Open Educational Resources, online collaborative document creation and conceptual maps construction, also an online interactive space that helps users build a learning community. Web 2.0 tools have helped in organizing and completing work stages of proje

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Oprea, Marin. "WIKISPACE CLASSROOM - A COLLABORATIVE E-LEARNING PLATFORM FOR THE TEACHING OF PHYSICS." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-211.

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As a physics teacher, I constantly strive to integrate in my classes the modern concept of virtual teaching. Therefore, I seek to offer my students web tools that are designed to enhance their comprehension on the subjects being taught and to extend their learning abilities. A powerful tool which can perform this role is Wikispace Classroom, an online platform designed to transcend the conventional boundaries of teacher-student interaction in class. To be more precise, a wiki is a website where both students and teachers can post textual, visual or audio materials which can help with the learn

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