Document Type

Article

Publication Date

Fall 2012

Publication Title

The Journal of Undergraduate Neuroscience Education (JUNE)

Abstract

To help students master the content of a neurophysiology course, they were asked to participate in collaborative writing projects. In the first two years, students contributed to a class wiki by summarizing one lecture and editing summaries of several others. In the second two years, students worked in teams of three or four to write a series of illustrated chapters spanning the entire semester. The second assignment kept students more engaged than the wiki project, and although they found it a significant amount of work, they also believed that it helped them learn the subject matter. Working in teams, however, was not always a happy experience.

Keywords

writing, collaboration, learning strategies, class notes, online work, wiki, Google Docs, neurophysiology course

Volume

11

Issue

1

First Page

A82

Last Page

A89

Rights

Licensed to Smith College and distributed CC-BY under the Smith College Faculty Open Access Policy

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