Student Perspectives on Wiki-Tasks and the Introduction of Computer-Supported Peer Feedback

This paper reports on the introduction of a formal wiki assignment in a master course entitled “Exploration of Teaching Methodologies”. All students enrolled (N = 13) were divided in three groups. Each group had to develop a wiki on a chosen topic that could be related to every learning domain taught in elementary or secondary education. In addition, each member of a group was required to follow the wiki of the two other groups and provide five times feedback (rating on a peer assessment rubric as well as written feedback) throughout the semester. The main aim of this study is to investigate how students perceived working in the wiki and the process of giving and receiving feedback via a web form. Questionnaire and interview data was gathered and results show that in general students prefer to work in a wiki and find that the process of giving and receiving feedback adds value to their work. Additionally, the study aims to shed a light on how the peer assessment ratings evolve through the semester. Results show that ratings increase and that there are some indications of variability between the groups with respect to reliability and validity. The paper furthermore discusses some suggestions of students to enhance the wiki-work and feedback mechanisms.