Difference between revisions of "Giving Psychology Away: Implementation of Wikipedia Editing in an Introductory Human Development Course"
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| + | | title = Giving Psychology Away: Implementation of Wikipedia Editing in an Introductory Human Development Course | ||
| + | | date = 2016 | ||
| + | | authors = [[Christina Shane-Simpson]]<br />[[Elizabeth S. Che]]<br />[[Patricia J. Brooks]] | ||
| + | | doi = 10.1177/1475725716653081 | ||
| + | | link = http://journals.sagepub.com/doi/10.1177/1475725716653081 | ||
| + | }} | ||
'''Giving Psychology Away: Implementation of Wikipedia Editing in an Introductory Human Development Course''' - scientific work related to [[Wikipedia quality]] published in 2016, written by [[Christina Shane-Simpson]], [[Elizabeth S. Che]] and [[Patricia J. Brooks]]. | '''Giving Psychology Away: Implementation of Wikipedia Editing in an Introductory Human Development Course''' - scientific work related to [[Wikipedia quality]] published in 2016, written by [[Christina Shane-Simpson]], [[Elizabeth S. Che]] and [[Patricia J. Brooks]]. | ||
== Overview == | == Overview == | ||
To test the feasibility of [[Wikipedia]] editing in large undergraduate psychology classrooms, authors engaged groups of students in a large introductory-level Human Development course (N = 110) in editing Wikipedia articles to improve psychology-related content. Students attended in-class workshops and received online support to develop skills. They demonstrated considerable engagement with the assignment, averaging 14.5 posts to Wikipedia over a span of 50 days. Most connected Wikipedia editing with other course materials and reported benefits of peer-evaluating classmates’ work. Most reported beneficial interactions with [[Wikipedians]] in the public domain, who flagged and/or reverted edits of dubious quality, while correcting errors. Students demonstrated improvements in information literacy and Wikipedia knowledge, with gains in locating and evaluating the quality of source materials. | To test the feasibility of [[Wikipedia]] editing in large undergraduate psychology classrooms, authors engaged groups of students in a large introductory-level Human Development course (N = 110) in editing Wikipedia articles to improve psychology-related content. Students attended in-class workshops and received online support to develop skills. They demonstrated considerable engagement with the assignment, averaging 14.5 posts to Wikipedia over a span of 50 days. Most connected Wikipedia editing with other course materials and reported benefits of peer-evaluating classmates’ work. Most reported beneficial interactions with [[Wikipedians]] in the public domain, who flagged and/or reverted edits of dubious quality, while correcting errors. Students demonstrated improvements in information literacy and Wikipedia knowledge, with gains in locating and evaluating the quality of source materials. | ||
Revision as of 16:46, 21 June 2020
Authors | Christina Shane-Simpson Elizabeth S. Che Patricia J. Brooks |
|---|---|
Publication date | 2016 |
DOI | 10.1177/1475725716653081 |
Links | Original |
Giving Psychology Away: Implementation of Wikipedia Editing in an Introductory Human Development Course - scientific work related to Wikipedia quality published in 2016, written by Christina Shane-Simpson, Elizabeth S. Che and Patricia J. Brooks.
Overview
To test the feasibility of Wikipedia editing in large undergraduate psychology classrooms, authors engaged groups of students in a large introductory-level Human Development course (N = 110) in editing Wikipedia articles to improve psychology-related content. Students attended in-class workshops and received online support to develop skills. They demonstrated considerable engagement with the assignment, averaging 14.5 posts to Wikipedia over a span of 50 days. Most connected Wikipedia editing with other course materials and reported benefits of peer-evaluating classmates’ work. Most reported beneficial interactions with Wikipedians in the public domain, who flagged and/or reverted edits of dubious quality, while correcting errors. Students demonstrated improvements in information literacy and Wikipedia knowledge, with gains in locating and evaluating the quality of source materials.
