הלוך ושוב, מן הקריאה אל הכתיבה ובחזרה: מורים מנוסים לומדים בסביבת ויקי

The research described in this article investigated three groups of teachers (N=52) who studied literature in a Wiki environment in the framework of the M.Ed. program that was held at an academic college of education over a period of three years. This learning environment was selected because it is interactive, hypertextual, collaborative, accessible, and transparent to all those who avail themselves of it. Furthermore, it is tailored principally to those who deal with texts. The research examined the level of the learners' satisfaction with the learning in this environment, their attitudes toward it, the pace of their writing, and their processes of text formation. The data were drawn from the characteristics of the Wiki environment, the learners' feedback, and the lecturer's notes from the field. As a rule, the learners expressed a high level of satisfaction, and the quality of the group product was good. In parallel, difficulties were detected, and it is imperative to focus on them when planning Wiki-assisted teaching. The research revealed diversity among the learners, stemming from differences in language and culture. In addition, the learners' professional perception, study habits, and academic norms were found to affect their willingness to accept the characteristics of the Wiki environment. A link was discovered between the process of consolidating the written documents and the manner in which the writing topics were selected.