The wiki way of learning

Abstract

This paper presents the argument that the use of wikis in a learning environment involves a different way of thinking, learning and knowing than perhaps many practitioners are familiar with. In particular, wikis foster collaborative, egalitarian learning that is designed to foster group interaction instead of just individual performance. Moreover, wiki based learning involves community ideals and challenging modes of interaction for both learners and instructors. The paper begins by summarising the wiki way of learning. It presents a recent study conducted in a classroom environment into how students conceptualised wiki use and uses a case study of a course in mobile workforce technologies to present the basis for a wiki pedagogy. The paper concludes with a discussion on the both the practical and theoretical implications of using wikis in a tertiary education environment.

Learning with Social Technologies: Workplace Learner Experiences of Wiki and Blog and Perceptions of PLE

“…Learners did not understand their role or the role of the social media tools in the training, leading to lack of motivation. Consequently, as posited in [14][15], explicating benefits of using social media tools and approaches is essential; learners need to understand why the tools are used and how to use them to engender the value-bringing social process. Now those learners who saw introspective point in blogging liked the tool but others saw it as pointless.…”

“…While blog centers on the individual, wiki is a collaboration tool designed to promote group interaction, a place where knowledge is iteratively co-constructed rather than absorbed or reproduced [15][16]. In effect, wiki provides educational affordances for both constructivist and collaborative learning approaches [3].…”

“…Still, as with blogs, research into using wikis in e-learning is "in its infancy" [15] and many attempts of using it have been less than successful [2][3]. Besides proficiency issues [3]-even learners with IT background and initial training have had technical proficiency problems [2]-learners have had motivational problems [2][3], [15]. Learners focus on activities that provide "the greatest perceived benefit" [3].…”

“…Also, course contents need to be designed around wiki use to avoid an add-on perception of wiki [2][3]. Finally, learners need to be made aware of their role in the process and the benefits of using wiki-valid pedagogical reasons for engagement-need to be pointed out [2][3], [15].…”

Making Information Systems less Scrugged: Reflecting on the Processes of Change in Teaching and Learning

“…As noted in the work of Werstch (1998) and more recently Ruth (2004) and Ruth and Houghton (2009), one of the goals of participating in a learning environment for students may be directly related to passing assessment, rather than 'learning for learning's sake' (Ruth, 2004, p. 44). In the case of the IS lecturer, the aim is to teach students what IS is and how it pulls together in a variety of contexts so that students can understand the conceptual structures of IS as a discipline (this is difficult given its trans-disciplinary nature - Galliers, 2003) and understand its role in practice (see also Wang, 2007).…”