Publication: Las contribuciones de los estudiantes a Wikipedia como evidencia de aprendizaje y de desarrollo de competencias en educación a distancia
Authors
Obregón Sierra, Ángel ; Maina Patrás, Marcelo Fabián
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Publisher
Universidad de Murcia, Servicio de Publicaciones
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DOI
http://dx.doi.org/10.6018/red.640511
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info:eu-repo/semantics/article
Description
Abstract
El presente estudio explora cómo el estudiantado de un máster en línea desarrolló conceptos disciplinares a través de una estrategia de escritura colaborativa en Wikipedia. Esta consistía en la búsqueda de información y la elaboración de contenidos conforme a los criterios de rigor y calidad de la enciclopedia virtual durante un total de ocho semestres. Con la ayuda de un servicio web que utiliza aprendizaje automático para la evaluación de ediciones en Wikipedia, se analizó la participación de 1779 estudiantes con un total de 57560 ediciones. Los resultados proporcionaron evidencias del aprendizaje del estudiantado, que editó correctamente en el taller grupal de la enciclopedia como paso previo a la publicación final del artículo. Se observó una mejora constante en las contribuciones, evidenciada por el incremento del grado de "buena fe" y la disminución significativa del “daño”. La implementación de esta estrategia de escritura colaborativa no solo ha permitido que los estudiantes desarrollen competencias y conocimientos propios a la asignatura, sino que también ha fomentado el pensamiento crítico, la reflexión, el trabajo en equipo y las competencias digitales. La supervisión del profesorado ha sido fundamental para asegurar la calidad y rigor de las contribuciones, demostrando que puede ser una metodología efectiva para el aprendizaje en entornos educativos superiores.
This study explores how students in an online master's program developed disciplinary concepts through a collaborative writing strategy on Wikipedia. This strategy involved searching for information and creating content according to the rigor and quality criteria of the virtual encyclopedia over a total of eight semesters. A web service that uses machine learning to evaluate Wikipedia edits supported the analysis of 1779 students' participation, totaling 57560 edits. The results provided evidence of student learning, as they were correctly edited in the group workshop of the encyclopedia as a preliminary step to the final publication of the article. A constant improvement in contributions was observed, evidenced by the increase in the degree of "good faith" and the significant decrease in "damage." The implementation of this collaborative writing strategy has not only allowed students to develop competencies and knowledge specific to the subject but has also fostered critical thinking, reflection, teamwork, and digital skills. Faculty supervision has been essential to ensure the quality and rigor of the contributions, demonstrating that it can be an effective methodology for learning in higher education environments.
This study explores how students in an online master's program developed disciplinary concepts through a collaborative writing strategy on Wikipedia. This strategy involved searching for information and creating content according to the rigor and quality criteria of the virtual encyclopedia over a total of eight semesters. A web service that uses machine learning to evaluate Wikipedia edits supported the analysis of 1779 students' participation, totaling 57560 edits. The results provided evidence of student learning, as they were correctly edited in the group workshop of the encyclopedia as a preliminary step to the final publication of the article. A constant improvement in contributions was observed, evidenced by the increase in the degree of "good faith" and the significant decrease in "damage." The implementation of this collaborative writing strategy has not only allowed students to develop competencies and knowledge specific to the subject but has also fostered critical thinking, reflection, teamwork, and digital skills. Faculty supervision has been essential to ensure the quality and rigor of the contributions, demonstrating that it can be an effective methodology for learning in higher education environments.
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Citation
RED: revista de educación a distancia, N. 82, V. 25, 2025
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