Scaffolding learner autonomy in a wiki‐supported knowledge building community and its implications for mindset change

Prior research has revealed resistance against wiki collaboration in higher education classrooms. Compared with small‐group projects, whole‐class knowledge building (KB) on a wiki is difficult, given students’ lack of similar experiences, which requires scaffolding intersubjectivity and transfer of responsibility. This paper focuses on the second cycle of a design‐based research study to develop learner autonomy in wiki‐supported KB. A learner...