Identifier

etd-03312014-142636

Degree

Doctor of Philosophy (PhD)

Department

Educational Theory, Policy, and Practice

Document Type

Dissertation

Abstract

Using a case study methodology with descriptive and qualitative techniques at a major law school in the South, this research study explored factors that contribute to the perceived pedagogical value of wiki technology in legal education, as well as attitudes and perceptions of law faculty and students regarding the effectiveness of using wikis as a productivity tool for improving outcomes in authentic group activities in a collaborative environment in legal education. This study also explored the dynamics of the interactions that occurred among users while utilizing wiki technology over a 6-week period. The results suggest that law students exhibit a preparedness and willingness to utilize technology in legal education; that law students recognize positive features relating to the use of a wiki as a productivity and collaborative tool; that the use of a wiki can improve outcomes in authentic collaborative projects in legal education; that both law students and law faculty recognize a perceived pedagogical value in using wikis in the area of legal education; that the use of a wiki can promote continued use of technology by law faculty in legal education, as well as continued use of wiki technology by law students in their future practice of law; that the culture and historical climate of legal education continues to be resistant regarding the use of technology, especially among older faculty members who appear to be less willing to use technology in legal education; and that barriers can influence the use of technology and wikis in the area of legal education and the practice of law, to include the need for buy-in, time constraints, a need for advance training, and competing technology. These results are consistent with those of other researchers who have studied wiki technology.

Date

2014

Document Availability at the Time of Submission

Secure the entire work for patent and/or proprietary purposes for a period of one year. Student has submitted appropriate documentation which states: During this period the copyright owner also agrees not to exercise her/his ownership rights, including public use in works, without prior authorization from LSU. At the end of the one year period, either we or LSU may request an automatic extension for one additional year. At the end of the one year secure period (or its extension, if such is requested), the work will be released for access worldwide.

Committee Chair

Kennedy, Eugene

Included in

Education Commons

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