He says, she says: conflict and coordination in Wikipedia
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
A jury of your peers: quality, experience and ownership in Wikipedia
Proceedings of the 5th International Symposium on Wikis and Open Collaboration
Socialization tactics in wikipedia and their effects
Proceedings of the 2010 ACM conference on Computer supported cooperative work
From Conservation to Crowdsourcing: A Typology of Citizen Science
HICSS '11 Proceedings of the 2011 44th Hawaii International Conference on System Sciences
Don't bite the newbies: how reverts affect the quantity and quality of Wikipedia work
Proceedings of the 7th International Symposium on Wikis and Open Collaboration
Classroom Wikipedia participation effects on future intentions to contribute
Proceedings of the ACM 2012 conference on Computer Supported Cooperative Work
Effectiveness of shared leadership in online communities
Proceedings of the ACM 2012 conference on Computer Supported Cooperative Work
Family matters: control and conflict in online family history production
Proceedings of the 17th ACM conference on Computer supported cooperative work & social computing
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Over the last decade, a citizen science movement has tried to engage students, laymen and other non-scientists in the production of science. However, there has been less attention in citizen science projects to use the public to disseminate scientific knowledge. Wikipedia provides a platform to study engagement of citizen scientists in knowledge dissemination. College and university students are especially appropriate members of the public to write science articles, because of the course-work and mentorship they receive from faculty. This paper describes a project to support students' writing of scientific articles in Wikipedia. In collaboration with a scientific association, we involved 640 students from 36 courses in editing scientific articles on Wikipedia. This paper provides details in the design of the program and our quantitative and qualitative approaches to evaluating it. Our results show that the Wikipedia classroom experiment benefits both the Wikipedia community and students. Undergraduate and graduate students substantially improved the scientific content of over 800 articles, at a level of quality indistinguishable from content written by PhD experts. Both students and faculty endorsed the motivational benefits of an authentic writing experience that would be read by thousands of people.