An Andragogical Approach to Developing Dialogic Learning through Wikis

This article examines the effectiveness of using wikis for collaborative projects in college journalism classrooms, with the principles of andragogy as a framework. The use of wikis in two journalism courses at a large university in the American Midwest illustrates how wikis can encourage learners to become more self-directed by engaging in online collaborative writing about how best to produce reports about diverse populations. Two case studies are related to journalistic best practices in the coverage of two sensitive topics: Islam and immigration. The content of these wikis was compiled into best-practices documents that informed the students’ subsequent coursework. The documents were also published online for use in classrooms and newsrooms, offering a “real world” audience for the work. This article provides educators with an outline for engaging students in similar projects to improve their application skills as well as critical thinking. In recent years, educational paradigms have shifted from teacher-centric models based on providing instruction to learner-centered models focused on the production of learning (Switzer, 2004; Morris, 2004). Consistent with this shift is an acknowledgement that helping students become self-directed learners is one of the main goals of the educational process — the “North Star” of adult education (Grow, 1991, p. 128). Placed in counterpoint to pedagogical models, andragogy is defined as learning for adults where student and teacher learn together and from each other. Thus andragogy provides a powerful framework for understanding what differentiates adult learning from childhood learning. Not only are so-called “Web 2.0” tools increasingly popular with students, but research also suggests they have potential to create collaborative learning environments (Wheeler & Wheeler, 2009). However, these tools are rarely developed with the specific needs of teachers and learners in mind (Laurillard, 2009). As more and more college courses migrate online, it is important to examine whether wikis could provide the interaction to enhance the student experience or give a voice to students who are unable to or unwilling to communicate in a classroom discussion setting. Using the principles of andragogy as a framework, this article examines the use of wikis in two journalism courses at a large Midwestern university, encouraging learners to become more self-directed by engaging them in an online dialogue about how best to report on diverse populations. The contents of the wikis were compiled into best-practices documents that informed the students’ subsequent coursework (and professional work as journalists). These documents also were published online, giving their student authors a publication citation on their resumes. Furthermore, this article discusses the use of media technology to foster student interaction and growth, representing a method to educate practicing journalists as well as future journalists. It provides educators with an outline for engaging students in similar projects to improve their skills as journalists and critical thinkers. An Andragogical Approach to Developing Dialogic Learning through Wikis By Brian J. Bowe, Jennifer Hoewe, geri Alumit Zeldes brianjbowe@yahoo.com | geri.zeldes@gmail.com | jennifer.hoewe@gmail.com An Andragogical Approach to Developing Dialogic Language through Wikis 76 Middle East Media Educator This article presents two case studies applicable to self-directed learning and critical thinking within journalism classes, which should also help journalism instructors encourage accurate and objective reporting. It also provides a method for applying wiki-based projects in nonjournalism classrooms. Andragogy: An Approach to Adult Learning Introduced by Knowles in the 1960s, the concept of andragogy focuses on the ways adult learning differs from childhood learning. The exact nature of adult learners is complex. To better understand adult learners, researchers have examined biological, psychological, and sociocultural models, while integrative models have been developed to consider combinations of those three factors (Imel, 2001). When considering what it means for adults to learn, it is important to remember that adult learning needs are intertwined with the social context in which they are rooted (Merriam, Caffarella, & Baumgartner, 2007). Bandura (2008) noted: “People are contributors to their life circumstances, not just products of them” (p. 1). The phrase “not just” suggests that there is some interplay between human choice and behavioral predetermination, and educators should not ignore either. To understand the complexities of andragogical learning, one must attempt to define what it means to be an adult learner. Research in adult learning examines participants with minimum ages from 16 to 25 (Merriam, Caffarella, & Baumgartner, 2007). Such a wide range is needed because learners progress into adulthood at different speeds. Similarly, the divide between pedagogy and andragogy is a continuum upon which learners travel as they develop and become more self-directed (Knowles, 1990). However, research suggests that learners should be making the switch from pedagogical to andragogical styles of learning by late adolescence (Knowles, 1990) — a period that encompasses traditional college undergraduates. Andragogy is based on six assumptions: 1. Adult learners are moving from dependency to self-direction. 2. Prior experiences offer a rich resource for learning. 3. Adult learners’ readiness to learn is associated with real-life tasks or problems. 4. Adult learners use education to develop competence to solve problems. 5. Adults need to know the reasons they are learning something. 6. The most powerful motivations for adult learning are internal (Knowles, 1990; Kerka, 2002; St. Clair, 2002). Thus, if andragogy tells us that adult learners are motivated by goaland relevancy-oriented learning opportunities coupled with experience-based problem solving (Wang, 2007), then the biggest qualitative difference between adult learners and childhood learners is the necessity to consider adult learners co-equal partners in the learning process. Vella (2002) asserted that the key to successful adult learning is a relationship that promotes respect between learner and teacher, adding that without respect “there is no honest defining of learning needs, no dialogue, no listening” (p. 62). Moreover, given their previous experiences, adult learners may be capable of teaching themselves to a certain degree. In fact, Wang (2007) concluded that an andragogical student-centered approach with adult students is a much better choice than a teacher-centered pedagogical approach. The incorporation of a wiki into a classroom involving adult learners results in equal partnerships that assist their learning.