Online learning has become an established and customary way for adults to learn. Adult educators are challenged with promoting learner engagement through online collaborative teaching practices, such as wiki-based learning experiences. Although much literature was available regarding use of wikis to promote writing processes among adults, little literature was available that explored how use of wikis promotes the thinking that occurs prior to writing. This study used a convergent parallel mixed methods research design to explore the preliminary perceptions of adult learners who participated in wiki-based online collaborative learning experiences as a way to stimulate their thinking for subsequent writing tasks. Participants ( n = 25) were graduate-level learners enrolled in an online educational research course. Data were collected via a pre- and post-questionnaire administered at the inception and conclusion of three wiki-based online collaborative learning experiences. Quantitative data were analyzed using paired samples t tests to explore perceptions of usefulness and ease of use, which resulted in two statistically significant findings. Qualitative data were analyzed using descriptive analysis techniques to explore perceptions related to benefits and challenges with wikis to stimulate thinking, which identified four themes. Findings and limitations of this study were discussed, as well as implications for practitioners.

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