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An Empirical Study on Faculty Perceptions and Teaching Practices of Wikipedia

机译：维基百科教师看法与教学实践的实证研究

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Some faculty members from different universities around the world have begun to use Wikipedia as a teaching tool in recent years. These experiences show, in most cases, very satisfactory results and a substantial improvement in various basic skills, as well as a positive influence on the students' motivation. Nevertheless and despite the growing importance of e-learning methodologies based on the use of the Internet for higher education, the use of Wikipedia as a teaching resource remains scarce among university faculty. Our investigation tries to identify which are the main factors that determine acceptance or resistance to that use. We approach the decision to use Wikipedia as a teaching tool by analyzing both the individual attributes of faculty members and the characteristics of the environment where they develop their teaching activity. From a specific survey sent to all faculty of the Universitat Oberta de Catalunya (UOC), pioneer and leader in online education in Spain, we have tried to infer the influence of these internal and external elements. The questionnaire was designed to measure different constructs: perceived quality of Wikipedia, teaching practices involving Wikipedia, use experience, perceived usefulness and use of 2.0 tools. Control items were also included for gathering information on gender, age, teaching experience, academic rank, and area of expertise. Our results reveal that academic rank, teaching experience, age or gender, are not decisive factors in explaining the educational use of Wikipedia. Instead, the decision to use it is closely linked to the perception of Wikipedia's quality, the use of other collaborative learning tools, an active attitude towards web 2.0 applications, and connections with the professional non-academic world. Situational context is also very important, since the use is higher when faculty members have got reference models in their close environment and when they perceive it is positively valued by their colleagues. As far as these attitudes, practices and cultural norms diverge in different scientific disciplines, we have also detected clear differences in the use of Wikipedia among areas of academic expertise. As a consequence, a greater application of Wikipedia both as a teaching resource and as a driver for teaching innovation would require much more active institutional policies and some changes in the dominant academic culture among faculty members.
机译：来自世界各地不同大学的一些教师成员已经开始近年来将维基百科作为教学工具。在大多数情况下，这些经验表明，各种基本技能的结果非常令人满意，以及对学生动机的积极影响力。然而，尽管基于互联网的互联网用于高等教育的电子学习方法越来越重要，但在大学教师中使用维基百科作为教学资源的使用仍然稀缺。我们的调查试图确定哪些是决定接受或抵抗这种使用的主要因素。我们通过分析教师成员的个性化和发展教学活动的环境的特征来接近使用维基百科作为教学工具的决定。从一项特定的调查发送到西班牙在线教育的所有大学（UOC）的所有教师，我们试图推断这些内部和外部元素的影响。调查问卷旨在衡量不同的建筑：维基百科的质量，涉及维基百科的教学实践，使用经验，感知2.0工具的使用和使用。还包括对性别，年龄，教学经验，学术等级和专业领域的信息收集信息。我们的研究结果表明，在解释维基百科的教育使用方面，学术级别，教学经验，年龄或性别，并不是决定性的因素。相反，使用它的决定与维基百科的质量的感知密切相关，使用其他协作学习工具，对Web 2.0应用的积极态度以及与专业非学术界的联系。情境上下文也很重要，因为当教师成员在他们的密切环境中获得了参考模型时，使用较高，当他们认为它被他们的同事们被积极重视。据这些态度，实践和文化规范在不同的科学学科中分歧，我们还发现了在学术专业知识领域使用维基百科的清晰差异。因此，更加适用维基百科作为教学资源，作为教学创新的驾驶员将需要更加积极的体制政策和教师在教职员工中的主要学术文化的一些变化。

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