'Women on a Wiki’ : the role of interactive websites in reflective learning practices for undergraduate women’s health students

Carroll, Julie-Anne, Sankupellay, Mangalam, & Cornford, Michelle (2014) 'Women on a Wiki’ : the role of interactive websites in reflective learning practices for undergraduate women’s health students. In CAPHIA 2014, 15-18 September 2014, Perth, WA.



Our pedagogical research addressed the following research questions:

1) Can shared ‘cyber spaces’, such as a ‘wiki’, be occupied by undergraduate women’s health students to improve their critical thinking skills?

2) What are the learning processes via which this occurs?

3) What are the implications of this assessment trial for achieving learning objectives and outcomes in future public health undergraduate courses?


The students contributed written, critical reflections (approximately 250 words) to the Wiki each week following the lecture. Students reflected on a range of topics including the portrayal of women in the media, femininity, gender inequality, child bearing and rearing, domestic violence, mental health, Indigenous women, older women, and LGBTIQ communities. Their entries were anonymous, but visible to their peers. Each wiki entry contained a ‘discussion tab’ wherein online conversations were initiated. We used a social constructivist approach to grounded theory to analyse the 480 entries posted over the semester. (http://pub336womenshealth.wikispaces.com/)


The social constructivist approach initiated by Vygotsky (1978) and further developed by Jonasson (1994) was used to analyse the students’ contributions in relation to four key thematic outcomes including:

1) Complexities in representations across contexts;

2) Critical evaluation in real world scenarios;

3) Reflective practice based on experience, and;

4) Collaborative co-construction of knowledge.

Both text and image/visual contributions are provided as examples within each of these learning processes. A theoretical model depicting the interactive learning processes that occurred via discussion of the textual and visual stimulus is presented.

Impact and interest:

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ID Code: 79219
Item Type: Conference Item (Presentation)
Refereed: Yes
Keywords: technologies, pedagogy, undergraduate, reflective, learning
Subjects: Australian and New Zealand Standard Research Classification > TECHNOLOGY (100000)
Australian and New Zealand Standard Research Classification > MEDICAL AND HEALTH SCIENCES (110000)
Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Divisions: Current > QUT Faculties and Divisions > Faculty of Health
Past > QUT Faculties & Divisions > Faculty of Science and Technology
Current > Institutes > Institute of Health and Biomedical Innovation
Current > Schools > School of Public Health & Social Work
Copyright Owner: Copyright 2014 The Author(s)
Deposited On: 05 Dec 2014 05:17
Last Modified: 06 Dec 2014 04:42

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