The use of Wikipedia in secondary level education in an academic curriculum in Nepalese context

Author(s)

Publication date

2015

Publisher

Oslo and Akershus University College of Applied Sciences

Document type

Description

Joint Master Degree in Digital Library Learning (DILL)

Abstract

Information and knowledge are the key components to be success in this 21st century. For this each and every one is searching or seeking information to make more knowledgeable. The use of Wikipedia pages as an academic curriculum in secondary level education system in Nepalese context is the main idea of this research thesis and here the focused is given to the teachers who teaches to the students in secondary level. And some comparison or the flexibility of sample Wikipedia pages in academic courses. This study attempts to investigate the use of Wikipedia in academic courses during teaching process and its consequences. This research analyze different user’s perceptions and their way of thinking for using Wikipedia in academic courses. This also highlights some challenges faced by the teachers with the use of Wikipedia information in teaching process. The research or the study contains two different data collection techniques. The respondents are asked the various types of questions relating to the Wikipedia information in teaching process through google form, to the teachers who are directly or indirectly linked to the teaching process in secondary level education in Nepal. I.e. Kathmandu Valley. A total of 14 respondent responds their precise information for this thesis to accomplish on online survey questionnaire. The findings of this research shed light on the use of Wikipedia’s information in curriculum for the surface level information rather than in deep, the research finds somehow hesitation in using Wikipedia information. This study concludes with some suggestions for making Wikipedia’s pages more useful and improving its information in more systematic and synchronized way like the text book.

Keywords

Permanent URL (for citation purposes)

  • http://hdl.handle.net/10642/3372