Two hundred and seventy one students in a third year undergraduate evolution course were presented with an assignment about a fictitious theory for which information previously had been made accessible online. Among the students, approximately 90% accessed the online information, with more than half failing to demonstrate any appreciation for deception or error. This phenomenon, wherein students electronically access resources and acquire data without criticism or integration, is christened the iEvo effect. Testing after assignment feedback had been provided revealed increased appreciation for the material and Internet use, suggesting that the iEvo effect can be utilised as an online teaching practice.
| Published in | Education Journal (Volume 4, Issue 5) |
| DOI | 10.11648/j.edu.20150405.21 |
| Page(s) | 259-262 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2015. Published by Science Publishing Group |
Evolution, Internet, Learning, Online, Teaching, Wikipedia
| [1] | B. Alberts, “Redefining science education,” Science vol. 323, p. 437, 2009. |
| [2] | H. Arsham, “Impact of the Internet on learning and teaching,” USDLA Journal vol. 16, issue 3, 2002. |
| [3] | A. Forte, A. Bruckman, “From Wikipedia to the classroom: exploring online publication and learning,” in Proceedings of the 7th International Conference of the Learning Sciences, S. A. Barab, K. E. Hay, D. T. Hickey, Eds. Mawah: International Society of the Learning Sciences, 2006, pp.182-188. |
| [4] | D. Murley, “In defense of Wikipedia,” Law Lib. J. vol. 100, pp. 593-599, 2008. |
| [5] | N. J. Schweitzer, “Wikipedia and psychology: coverage of concepts and its use by undergraduate students”, Teach. Psych., vol. 35, pp. 81-85, 2008. |
| [6] | M. Tekerek, O. Ercan, “Analysis of teachers’ attitudes towards Internet use: example of chemistry teachers,” Creative Ed. vol. 3, pp. 296-303, 2012. |
| [7] | C. E. Wieman, K. K. Perkins, “A powerful tool for teaching science,” Nature Phys., vol. 2, pp. 290-292, 2006. |
| [8] | P. Wolcott, S. E. Goodman, “Global diffusion of the Internet - I: India: is the elephant learning to dance?” Communications of the Association for Information Systems: Vol. 11, Article 32. |
| [9] | Xeric-humor led to the term ‘iEvo effect’ being coined in a conversation between the author and R. K. Logan, during a lecture in the course ORIGINS 3F03 Origins of Humanity. |
| [10] | Zestful public reaction to and the fate for the iEvo page are described in Appendix 3; subsequent to the events described herein, the name ‘Ievo’ was adopted by an unrelated Internet company in Canada and later ‘ievo’ was adopted by a biometrics company in England. |
APA Style
J. R. Stone. (2015). Wickedpedia: The ‘iEvo’ Effect in Contemporary Education. Education Journal, 4(5), 259-262. https://doi.org/10.11648/j.edu.20150405.21
ACS Style
J. R. Stone. Wickedpedia: The ‘iEvo’ Effect in Contemporary Education. Educ. J. 2015, 4(5), 259-262. doi: 10.11648/j.edu.20150405.21
AMA Style
J. R. Stone. Wickedpedia: The ‘iEvo’ Effect in Contemporary Education. Educ J. 2015;4(5):259-262. doi: 10.11648/j.edu.20150405.21
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.edu.20150405.21,
author = {J. R. Stone},
title = {Wickedpedia: The ‘iEvo’ Effect in Contemporary Education},
journal = {Education Journal},
volume = {4},
number = {5},
pages = {259-262},
doi = {10.11648/j.edu.20150405.21},
url = {https://doi.org/10.11648/j.edu.20150405.21},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20150405.21},
abstract = {Two hundred and seventy one students in a third year undergraduate evolution course were presented with an assignment about a fictitious theory for which information previously had been made accessible online. Among the students, approximately 90% accessed the online information, with more than half failing to demonstrate any appreciation for deception or error. This phenomenon, wherein students electronically access resources and acquire data without criticism or integration, is christened the iEvo effect. Testing after assignment feedback had been provided revealed increased appreciation for the material and Internet use, suggesting that the iEvo effect can be utilised as an online teaching practice.},
year = {2015}
}
TY - JOUR T1 - Wickedpedia: The ‘iEvo’ Effect in Contemporary Education AU - J. R. Stone Y1 - 2015/10/16 PY - 2015 N1 - https://doi.org/10.11648/j.edu.20150405.21 DO - 10.11648/j.edu.20150405.21 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 259 EP - 262 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20150405.21 AB - Two hundred and seventy one students in a third year undergraduate evolution course were presented with an assignment about a fictitious theory for which information previously had been made accessible online. Among the students, approximately 90% accessed the online information, with more than half failing to demonstrate any appreciation for deception or error. This phenomenon, wherein students electronically access resources and acquire data without criticism or integration, is christened the iEvo effect. Testing after assignment feedback had been provided revealed increased appreciation for the material and Internet use, suggesting that the iEvo effect can be utilised as an online teaching practice. VL - 4 IS - 5 ER -
Information
Email: