000129996 001__ 129996
000129996 005__ 20240118092026.0
000129996 0247_ $$2doi$$a10.1111/bjet.12903
000129996 0248_ $$2sideral$$a116854
000129996 037__ $$aART-2020-116854
000129996 041__ $$aeng
000129996 100__ $$0(orcid)0000-0002-9688-9734$$aFraj-Andrés, E.$$uUniversidad de Zaragoza
000129996 245__ $$aReducing resistance to repeating a wiki activity: What can teachers do?
000129996 260__ $$c2020
000129996 5060_ $$aAccess copy available to the general public$$fUnrestricted
000129996 5203_ $$aWiki activities are among the most common online learning activities examined by previous research due to the collaborative learning properties wikis offer; however, students are not always satisfied with such activities. Due to this dissatisfaction, learners may finish the wiki activities but not repeat them. While wikis are primarily used to collate content, the wiki activity proposed in this study is used foremost as a discussion forum. Drawing on the value-based adoption model, this study examines the influence of perceived benefits, enjoyment, peer interaction, ease of use, and time and effort costs to explain students'' reluctance to repeat the wiki activity. Furthermore, it assesses the moderating effect of peer interaction on the other variables. A survey was conducted, and 110 valid responses obtained. The findings reveal that the need to invest a lot of time and effort into the activity is the main reason for not repeating the activity proposed, while peer interaction and enjoyment help to reduce these perceived costs. Therefore, teachers should emphasize the benefits of in-group wiki activities with regard to not only the final learning performance but also the activities'' hedonic and social value. Furthermore, teachers should offer a training session and a user''s guide for each specific activity, as well as courses about the team management. © 2020 British Educational Research Association
000129996 540__ $$9info:eu-repo/semantics/openAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/
000129996 590__ $$a4.929$$b2020
000129996 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b19 / 264 = 0.072$$c2020$$dQ1$$eT1
000129996 592__ $$a1.79$$b2020
000129996 593__ $$aE-learning$$c2020$$dQ1
000129996 593__ $$aEducation$$c2020$$dQ1
000129996 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000129996 700__ $$0(orcid)0000-0002-8798-3294$$aLucia-Palacios, L.$$uUniversidad de Zaragoza
000129996 700__ $$0(orcid)0000-0001-6441-2504$$aPérez-López, R.$$uUniversidad de Zaragoza
000129996 7102_ $$14011$$2095$$aUniversidad de Zaragoza$$bDpto. Direc.Mark.Inves.Mercad.$$cÁrea Comerci.Investig.Mercados
000129996 773__ $$g51, 6 (2020), 2286-2305$$pBr. j. educ. technol.$$tBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY$$x0007-1013
000129996 8564_ $$s733522$$uhttps://zaguan.unizar.es/record/129996/files/texto_completo.pdf$$yPostprint
000129996 8564_ $$s1184043$$uhttps://zaguan.unizar.es/record/129996/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint
000129996 909CO $$ooai:zaguan.unizar.es:129996$$particulos$$pdriver
000129996 951__ $$a2024-01-18-09:04:45
000129996 980__ $$aARTICLE