A REVIEW OF E-LEARNING TECHNOLOGIES - Opportunities for Teaching and Learning <s> Wikis <s> Online education continues to grow exponentially, and the majority of universities now offer online courses. However, the unprecedented explosion of online learning courses has resulted in increased demands for online teachers, and regular classroom teachers are often asked to teach in an online environment. Tools for Successful Online Teaching introduces teachers to the tools of the learning management system (LMS), or the online learning environment. These tools, including chat, threaded discussion, e-mail, surveys, exam builders, and more, are explored to show the strengths and weaknesses of each tool. Multiple examples of objectives and activities are provided to instill a deep understanding, and the reader will gain a long-term ability to create a unique curriculum. <s> BIB001 </s> A REVIEW OF E-LEARNING TECHNOLOGIES - Opportunities for Teaching and Learning <s> Wikis <s> Wikis offer tremendous potential to capture knowledge from large groups of people, making tacit, hidden content explicit and widely available. They also efficiently connect those with information to those seeking it. <s> BIB002 </s> A REVIEW OF E-LEARNING TECHNOLOGIES - Opportunities for Teaching and Learning <s> Wikis <s> YouTube, Podcasting, Blogs, Wikis and RSS are buzz words currently associated with the term Web 2.0 and represent a shifting pedagogical paradigm for the use of a new set of tools within education. The implication here is a possible shift from the basic archetypical vehicles used for (e)learning today (lecture notes, printed material, PowerPoint, websites, animation) towards a ubiquitous user-centric, user-content generated and userguided experience. It is not sufficient to use online learning and teaching technologies simply for the delivery of content to students. A new “Learning Ecology” is present where these Web 2.0 technologies can be explored for collaborative and (co)creative purposes as well as for the critical assessment, evaluation and personalization of information. Web 2.0 technologies provide educators with many possibilities for engaging students in desirable practices such as collaborative content creation, peer assessment and motivation of students through innovative use of media. These can be used in the development of authentic learning tasks and enhance the learning experience. However in order for a new learning tool, be it print, multimedia, blog, podcast or video, to be adopted, educators must be able to conceptualize the possibilities for use within a concrete framework. This paper outlines some possible strategies for educators to incorporate the use of some of these Web 2.0 technologies into the student learning experience. <s> BIB003 </s> A REVIEW OF E-LEARNING TECHNOLOGIES - Opportunities for Teaching and Learning <s> Wikis <s> In this case study, wiki technology was applied to the development of an introductory academic textbook on information systems. While the development, production and distribution of traditional textbooks are influenced by commercial interests, the wikitextbook was developed collaboratively by faculty and by students, and was made available online free of charge. After about two years of activity, the wikitextbook accumulated 564 sub-chapters, co-authored by undergraduate and graduate students in more than 20 classes offered by seven academic departments across three Israeli universities. We discuss the potential of wikitextbooks as vehicles of empowerment to students, teachers, and the discipline. This type of collaborative online technology intimates an influence on the status-quo in academic education in favor of less empowered stakeholders. However, caution is advised in drawing premature conclusions from results reported here. The implementation of wikitextbook should be augmented by a careful study of cultural, societal, behavioral and pedagogic variables. <s> BIB004 </s> A REVIEW OF E-LEARNING TECHNOLOGIES - Opportunities for Teaching and Learning <s> Wikis <s> ABSTRACT Web 2.0 has the potential to dramatically affect educational practices in a variety of ways. Within the field of art education, students and teachers can utilize Web 2.0 to further student understanding and art-making. The potential for students to create the Web is an aspect of Web 2.0 that is particularly well suited for an art classroom. Through examples from teachers and from the author's own practice, this article details potential uses of delicious, flickr, blogs, podcasts, and wiki. Through these technologies, students may collaboratively build knowledge, develop a deeper understanding of their own artworks and those of other artists, and interact with artworks in new ways. <s> BIB005 </s> A REVIEW OF E-LEARNING TECHNOLOGIES - Opportunities for Teaching and Learning <s> Wikis <s> This paper presents the argument that the use of wikis in a learning environment involves a different way of thinking, learning and knowing than perhaps many practitioners are familiar with. In particular, wikis foster collaborative, egalitarian learning that is designed to foster group interaction instead of just individual performance. Moreover, wiki based learning involves community ideals and challenging modes of interaction for both learners and instructors. The paper begins by summarising the wiki way of learning. It presents a recent study conducted in a classroom environment into how students conceptualised wiki use and uses a case study of a course in mobile workforce technologies to present the basis for a wiki pedagogy. The paper concludes with a discussion on the both the practical and theoretical implications of using wikis in a tertiary education environment. <s> BIB006 </s> A REVIEW OF E-LEARNING TECHNOLOGIES - Opportunities for Teaching and Learning <s> Wikis <s> A wiki was used as part of a blended learning approach to promote collaborative learning among students in a first year university statistics class. One group of students analysed a data set and communicated the results by jointly writing a practice report using a wiki. A second group analysed the same data but communicated the results in a practice report that they wrote individually. Both groups were taught the same material. The report was used for practice as a way to support student learning and was not submitted for assessment. Both approaches improved report writing knowledge and did not differ in the mark obtained on an individually written research report subsequently submitted for assessment. The wiki approach produced higher engagement with other students, cognitive engagement, and class attendance than the individual approach. Qualitative feedback suggested some drawbacks to using a wiki. Overall participation was also low with only 2 of the 22 wiki subgroups completing all components of the practice report. The present findings suggest that student engagement, but not performance on assessment, may be enhanced when a wiki is used to support learning in higher education. <s> BIB007
Wikis are a collection of web pages designed to allow multiple authors to create, edit and delete content at any time and from anywhere  and they are particularly suitable for group work in education. Content is built collaboratively with many users being able to structure the content, create links and track a history of contributions BIB002 . The pages within the wiki can be interconnected and organised as necessary as there is no predetermined structure BIB003 . The most well known wiki is the online encyclopedia Wikipedia. As of 2012, Wikipedia had over 19 million articles from 85,000 active contributors in more than 270 languages. Application of wikis in the academic context include fostering learning in students BIB006 ; the collaborative writing of a textbook by faculty and students BIB004 ; as a tool to understand artworks BIB005 ; and to improve report writing amongst students BIB007 ). HernandezRamos (2004) suggests that wikis promote the art of reflective writing due to the public nature of these tools. However some students experience feelings of uncertainty if they are not accustomed to writing and publishing their ideas to such a wide audience (Hernandez-Ramos, 2004 ). BIB007 suggest that using a wiki can improve student engagement with content but they found no evidence that students' performance was also enhanced. However Cole (2009) did not find an increase in student engagement amongst her students though this may have been due to an unattractive course design. The accuracy, relevance and verifiability of the content of wikis can be questionable BIB001 ; (Giles 2005) . However O' Leary (2008) argues that they can be as accurate as traditionally published sources but acknowledges that a lack of peer reviewing does result in a lack of quality assurance and that authors can introduce bias.