Promoting professional identity: a within group comparison of wiki-based and traditional assignments on school counselling students' learning, sense of community and computer anxiety
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. © 2013 Taylor & Francis.
Publication Title
British Journal of Guidance and Counselling
Recommended Citation
Rockinson-Szapkiw, A., Pritchard, T., McComb-Beverage, S., & Schellenberg, R. (2013). Promoting professional identity: a within group comparison of wiki-based and traditional assignments on school counselling students' learning, sense of community and computer anxiety. British Journal of Guidance and Counselling, 41 (5), 559-572. https://doi.org/10.1080/03069885.2013.773958
