Scholarlink

<p>The integration of Wikipedia into higher education has remained sporadic, often limited to isolated assignments rather than systematic curriculum integration. This study addresses this gap by examining an innovative university-level Wikipedia course designed to enhance student learning through active knowledge production and community engagement. Originating from a medical-focused initiative, the course represents the first for-credit, interdisciplinary Wikipedia course accessible to undergraduates at Tel Aviv University. Through three iterations involving 88 students, the course facilitated the creation of 260 new articles, garnering over 21 million views, demonstrating its broad societal impact. The course’s design, structured around peer and self-assessment, active collaboration with the Wikimedia community, and scaffolded skill development, significantly contributed to students’ academic performance, digital literacy and reflective learning. Using a mixed-methods approach, including statistical analysis of assessments and qualitative feedback, the study found a strong correlation between peer/self-evaluation and final instructor scores, underscoring the reliability of the assessment model. The findings highlight Wikipedia’s potential as a scalable educational tool, fostering open knowledge production and bridging knowledge gaps, particularly in gender representation. Future research should explore the long-term impact of Wikipedia-based learning on students’ academic and professional development, as well as the integration of emerging digital tools, such as Generative AI, to enhance collaborative learning experiences. This study contributes to the discourse on digital pedagogy, emphasizing Wikipedia’s role in transforming higher education through open-source, participatory learning.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Leveraging Wikipedia for educational innovation: a higher education course model for enhancing students’ competencies and collaborative knowledge creation

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年4月21日

查看全文
  • Shani Evenstein Sigalov,
  • Anat Cohen

摘要

The integration of Wikipedia into higher education has remained sporadic, often limited to isolated assignments rather than systematic curriculum integration. This study addresses this gap by examining an innovative university-level Wikipedia course designed to enhance student learning through active knowledge production and community engagement. Originating from a medical-focused initiative, the course represents the first for-credit, interdisciplinary Wikipedia course accessible to undergraduates at Tel Aviv University. Through three iterations involving 88 students, the course facilitated the creation of 260 new articles, garnering over 21 million views, demonstrating its broad societal impact. The course’s design, structured around peer and self-assessment, active collaboration with the Wikimedia community, and scaffolded skill development, significantly contributed to students’ academic performance, digital literacy and reflective learning. Using a mixed-methods approach, including statistical analysis of assessments and qualitative feedback, the study found a strong correlation between peer/self-evaluation and final instructor scores, underscoring the reliability of the assessment model. The findings highlight Wikipedia’s potential as a scalable educational tool, fostering open knowledge production and bridging knowledge gaps, particularly in gender representation. Future research should explore the long-term impact of Wikipedia-based learning on students’ academic and professional development, as well as the integration of emerging digital tools, such as Generative AI, to enhance collaborative learning experiences. This study contributes to the discourse on digital pedagogy, emphasizing Wikipedia’s role in transforming higher education through open-source, participatory learning.