Original Publication
Open Access

Group Learning With Wikipedia: A Structured Approach

Published: March 14, 2016 | 10.15766/mep_2374-8265.10362

All appendices are peer reviewed as integral parts of the Original Publication.

  • Article Section Rubric.doc
  • Group Bullet List Rubric.doc
  • Group Charter Example.doc
  • Group Learning Student Handout.doc
  • Individual Bullet List Rubric.doc
  • Instructor's Guide.doc

To view all publication components, extract (i.e., unzip) them from the downloaded .zip file.


Editor's Note: This publication predates our implementation of the Educational Summary Report in 2016 and thus displays a different format than newer publications.

Abstract

Introduction: Previous studies have shown that group learning may help students retain a greater amount of information than tradition teacher-student model. For online courses that lack direct interpersonal contact, incorporating group learning into online learning can be more challenging than the traditional in-person courses. This resource consists of a structured multiple mini-team assignments. The idea of incorporating Wikipedia into the assignment was premised on the principle that students are more apt to gain a greater depth of knowledge when motivated by teaching others. Methods: This activity is designed to be completed over a sequence of 8 weeks. The activity has historically complemented an online course; therefore, students complete components of the assignment in an unstructured time. Each component of the activity is designed to be completed in 3-5 hours. Students are required to have some baseline knowledge of the subject before beginning the project. Students also should be knowledgeable of proper sources of peer-reviewed information. Results: This activity has been implemented a total of seven times in an online, 8-week format for the past 4 years. During that time, students have developed full-text reviews on a variety of health economics topics. Seventy percent of the students have voluntarily submitted their assignments to Wikipedia to add to a public repository. Discussion: To our knowledge this is the first MedEdPORTAL resource that gives a structured approach to the development of a Wikipedia article. The peer review process is a unique feature of the workshop version of this activity, which has not been synthesized in practice.


Educational Objectives

By the end of this module, learners will be able to:

  1. Synthesize current literature on a specialized topic and communicate findings concisely with members of the non-specialist public.
  2. Collaborate with team members to design and author reference materials on an assigned topic.
  3. Analyze the steps in the authorship of an encyclopedia-type article and coordinate production with team members.
  4. Perform a literature review in an emergent or evolving area of study.
  5. Exemplify behaviors and attitudes of productive members in a knowledge-sharing community of practice.

Author Information

  • Robert Lieberthal, PhD: Thomas Jefferson University
  • Jacquelyn McRae, PharmD: Thomas Jefferson University
  • Juan Leon, PhD: Thomas Jefferson University

Disclosures
None to report.

Funding/Support
None to report.


References

  1. Azer SA. Is Wikipedia a reliable learning resource for medical students? Evaluating respiratory topics. Adv Physiol Educ. 2015;39(1):5-14. http://dx.doi.org/10.1152/advan.00110.2014
  2. Azer SA, AlSwaidan NM, Alshwairikh LA, AlShammari JM. Accuracy and readability of cardiovascular entries on Wikipedia: are they reliable learning resources for medical students? BMJ Open. 2015;5(10):e008187. http://dx.doi.org/10.1136/bmjopen-2015-008187
  3. Callis KL, Christ LJ, Resasco J, et al. Improving Wikipedia: educational opportunity and professional responsibility. Trends Ecol Evol. 2009;24(4):177-179. http://dx.doi.org/10.1016/j.tree.2009.01.003
  4. Chiang CD, Lewis CL, Wright MD, et al. Learning chronobiology by improving Wikipedia. J Biol Rhythms. 2012;27(4):333-336. http://dx.doi.org/10.1177/0748730412449578
  5. Herbert VG, Frings A, Rehatschek H, Richard G, Leithner A. Wikipedia—challenges and new horizons in enhancing medical education. BMC Med Educ. 2015;15:32. http://dx.doi.org/10.1186/s12909-015-0309-2
  6. Koles PG, Stolfi A, Borges NJ, Nelson S, Parmelee DX. The impact of team-based learning on medical students’ academic performance. Acad Med. 2010;85(11):1739-1745. http://dx.doi.org/10.1097/ACM.0b013e3181f52bed
  7. Lieberthal RD, Leon J. Engaging health professionals in health economics: a human capital informed approach for adults learning online. J Econ Educ. 2015;46(1):45-55. http://dx.doi.org/10.1080/00220485.2014.979305
  8. Mi M, Stefaniak J, Solomonson W. Application of Web 2.0 Technologies in Enhancing Teaching and Learning in Medical Education. MedEdPORTAL Publications; 2012. Available from: https://www.mededportal.org/publication/9290   http://dx.doi.org/10.15766/mep_2374-8265.9290
  9. Shah N, Keller S. How to Formulate a Clinical Question and Effectively Search for the Answer. MedEdPORTAL Publications; 2012. Available from: https://www.mededportal.org/publication/9213   http://dx.doi.org/10.15766/mep_2374-8265.9213
  10. Wikipedia: your first article. Wikipedia Web Site. https://en.wikipedia.org/wiki/Wikipedia:Your_first_article. Updated August 18, 2015. Accessed August 24, 2015.
  11. Zhao X, Bishop MJ. Understanding and supporting online communities of practice: lessons learned from Wikipedia. Educ Technol Res Dev. 2011;59(5):711-735. http://dx.doi.org/10.1007/s11423-011-9204-7


Citation

Lieberthal R, McRae J, Leon J. Group learning with Wikipedia: a structured approach. MedEdPORTAL. 2016;12:10362. https://doi.org/10.15766/mep_2374-8265.10362