Promoting Professional Identity: A Within Group Comparison of Wiki-Based and Traditional Assignments on School Counselling Students' Learning, Sense of Community and Computer Anxiety

Autor/inn/en	Rockinson-Szapkiw, Amanda J.; Pritchard, Tracey; McComb-Beverage, Shanna; Schellenberg, Rita
Titel	Promoting Professional Identity: A Within Group Comparison of Wiki-Based and Traditional Assignments on School Counselling Students' Learning, Sense of Community and Computer Anxiety
Quelle	In: British Journal of Guidance & Counselling, 41 (2013) 5, S.559-572 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0306-9885
DOI	10.1080/03069885.2013.773958
Schlagwörter	Professional Identity; Counselor Training; Electronic Publishing; Computer Literacy; Assignments; Teaching Methods; Web Sites; Cooperative Learning; Writing Assignments; Web 2.0 Technologies; School Counselors; Textbooks; Tests; Criticism; Student Attitudes; Graduate Students; Multivariate Analysis; Online Surveys; Virginia; Computer Anxiety Scale + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Computerkenntnisse; Assignment; Auftrag; Zuweisung; Teaching method; Lehrmethode; Unterrichtsmethode; Web-Design; Kooperatives Lernen; School counselor; Beratungslehrer; Pädagogischer Berater; Textbook; Text book; Schulbuch; Lehrbuch; Examination; Prüfung; Examen; Kritik; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Multivariate Analyse
Abstract	The purpose of this study is to compare traditional and non-traditional instructional practices used in a counsellor education programme to determine their effect on pre-service school counsellors' learning and sense of community, thus leading to enhanced professional identity. Traditional and non-traditional assignments were examined: (a) a collaborative, multimedia wiki writing assignment; (b) textbook reading and corresponding quizzes; and (c) article critiques. Findings indicate that students experience a greater sense of community and learning when participating in the non-traditional, collaborative, multimedia wiki writing assignment using web-based technology. Findings also indicate that students had low computer anxiety after completing the wiki assignment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10