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A five-point Likert survey ranked technical affordance highest, followed by social and pedagogical. Qualitative analysis of online discussions and reflection logs examined variations in perceived affordances, emphasizing ease of use and reduced technical difficulties. 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2014\u003Cbr>Exploring Teachers' Perceptions of Wikis for Learning Classroom Cases\u003Cbr>Choon Lang Quek\u003Cbr>Nanyang Technological University, [choonlang.quek@nie.edu.sg](choonlang.quek@nie.edu.sg)\u003Cbr>Qiyun Wang\u003Cbr>Nanyang Technological University, [qiyun.wang@nie.edu.sg](qiyun.wang@nie.edu.sg) |  |\n\nRecommended Citation  \nQuek, C., & Wang, Q. (2014). Exploring Teachers' Perceptions of Wikis for Learning Classroom Cases. Australian Journal of Teacher Education, 39 (2).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol39/iss2/8](http://ro.ecu.edu.au/ajte/vol39/iss2/8)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol39/iss2/8](http://ro.ecu.edu.au/ajte/vol39/iss2/8)  \nAustralian Journal of Teacher Education  \nExploring Teachers’ Perceptions of Wikis’ Affordances in Supporting Their  \nLearning of Classroom Cases  \nQuek Choon Lang  \nWang Qiyun  \nNational Institute of Education, Nanyang Technological University, Singapore  \nAbstract: This paper explores three potential affordances (social, technical and pedagogical) of wikis in the context of designing 32 teachers’ learning of classroom management cases. Two learning environments were designed and two groups of the teacher-participants posted their own written and audio cases, identified problems, discussed and proposed solutions with the input of their peers, in the respective wikis hosted in Google Sites® and Learning Activity Management System® (LAMS). The teachers’ perceptions of the wikis’ affordances to support their case-based learning were surveyed quantitatively. The fivepoint Likert scale survey ranked technical affordance highest, followed by social affordance and pedagogical affordance. Qualitative data from their online discussions and reflection logs were also analyzed to probe the variations in perceived affordances. Participants experienced ease of use and freedom from technical difficulties in achieving their learning goals (interaction with peers and sharing of resources). This paper discusses further work in harnessing wikis’ affordances for designing more effective case-based learning environments to cater for diverse learners. It also provides suggestions for further research into wiki  \npedagogy  \nIntroduction  \nThe use of wikis for learning in higher education is one of the global trends associated with the use of social network sites for connecting individuals and communities. To teach with wikis, instructors typically design wikis, publish and provide access to them for their learners so that the latter can participate in learning activities such as discussion and the sharing of resources during courses. However, the design of an effective technology-enhanced learning environment involves more than simply setting up the virtual learning space. The affordances of wikis and how users perceive these affordances influence the design of the learning environment. Research has highlighted three affordances (pedagogy, social and technology) for designing a useful learning environment (Gaver, 1991; Kirschner, Strijbos, Kreijns, & Beers, 2004; Norman, 1999; Wang, 2008, 2009) . Pedagogical affordance refers to the characteristics of technologyenhanced learning environments that determine whether and how learning activities can be implemented in a given educational setting for a target group of audience ; social affordance refers to the properties of the environment that promote social interaction among its users and technical affordance to the usability of the environment for learning and task accomplishment. One of the challenges that prospective teachers face is dealing with daily real-life classroom  \nVol 39, 2, February 2014 101  \nAustralian Journal of Teacher Education  \nmanagement issues that require problem-solving skills (Choi & Lee, 2008; Harrington, QuinnLeering, & Hodson, 1996) . Classroom management involves multi-level interactions and ","cbCaigAgxTscxUxl","https://ap.wps.com/l/cbCaigAgxTscxUxl","pdf",629124,21,"English","# Abstract\n# Introduction\n## Background: wikis and technology-enhanced learning\n## Affordance framework: pedagogy, social, and technical\n## Classroom management challenges and case-based learning\n## Rationale and study direction","[{\"question\":\"What affordances of wikis does the paper examine for teachers’ learning?\",\"answer\":\"The study examines social, technical, and pedagogical affordances in the context of teachers’ learning of classroom management cases.\"},{\"question\":\"How were the learning environments and teacher activities organized?\",\"answer\":\"Two learning environments were created, and teacher participants used wikis to post written and audio cases, identify problems, and discuss and propose solutions with peers in Google Sites and LAMS.\"},{\"question\":\"What did the quantitative survey find about teachers’ perceptions?\",\"answer\":\"Teachers ranked technical affordance highest on a five-point Likert scale, followed by social affordance and then pedagogical affordance.\"}]","Australian Journal of Teacher Education - Issue 2 - Article 8 - Exploring Teachers' Perceptions of Wikis for Learning Classroom Cases | PDF",1792077463,53]