Main Article Content
Wikis are collaborative websites and are increasingly used by organisations for working in groups and sharing knowledge. Furthermore, universities have recently started to implement wikis for teaching and learning purposes. The academic literature suggests that wikis are a suitable tool to enhance constructivist learning environments as well as to develop students’ employability skills. Furthermore, wikis can help mitigate some of the common challenges of group work at university.
This paper explores students’ experiences with the informal use of wikis that are embedded in the university’s virtual learning environment (VLE) and provides suggestions for the implementation of similar wikis in other situations. It is based on data that were gathered in a module for first year undergraduate Festival and Event Management students at a UK University.Findings suggest some negative experiences with VLE wikis on this module due to the layout of the wiki software, combined with readily available means of online collaboration such as Facebook that students were more familiar with. The findings constitute the basis for advice on using wikis in the future. Most importantly, the wiki software should possess as many of the key characteristics of a wiki as possible. Furthermore, the research confirms several findings from other studies: Students should be given guidance on how they can use and benefit from the wiki and how it is used by the teaching team for monitoring and marking. For high levels of student engagement, a mandatory use of the wiki should be considered, or, alternatively, a thorough embedding of the wiki in the curriculum combined with high levels of staff engagement needs to be in place.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Journal of Perspectives in Applied Academic Practice has made best effort to ensure accuracy of the contents of this journal, however makes no claims to the authenticity and completeness of the articles published. Authors are responsible for ensuring copyright clearance for any images, tables etc which are supplied from an outside source.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Biggs, J., & Tang, C. (2011). Teaching for quality learning at university: What the student does (4th ed.). Maidenhead: Open University Press.
Bowdin, G., Allen, J., Harris, R., McDonnell, I., & O'Toole, W. (2011). Events management (3rd ed.). Oxford: Elsevier Butterworth-Heinemann.
Bruns, A., & Humphreys, S. (2005). Wikis in teaching and assessment: The M/Cyclopedia Project. Proceedings of the 2005 International Symposium on Wikis. San Diego, USA, 16–18 October 2005. Available from http://www.wikisym.org/ws2005/proceedings/
Caple, H., & Bogle, M. (2013). Making group assessment transparent: What wikis can contribute to collaborative projects. Assessment & Evaluation in Higher Education, 38(2), 198–210.
Carroll, J.-A., Diaz, A., Meiklejohn, J., Newcomb, M., & Adkins. B. (2013). Collaboration and competition on a wiki: The praxis of online social learning to improve academic writing and research in under-graduate students. Australasian Journal of Educational Technology, 29(4), 513–525. Retrieved from http://ascilite.org.au/ajet/submission/index.php/AJET/article/view/154/607
Elgort, I., Smith, A. G., & Toland, J. (2008). Is wiki an effective platform for group course work? Australasian Journal of Educational Technology, 24(2), 195–210. Retrieved from http://www.ascilite.org.au/ajet/ajet24/elgort.html
Flint, N., & Johnson, B. (2011). Towards fairer university assessment: Recognizing the concerns of students. Abingdon: Routledge.
Fry, H., Ketteridge, S., & Marshall, S. (2009). Understanding student learning. In H. Fry, S. Ketteridge & S. Marshall (Eds.), A handbook for teaching and learning in higher education: Enhancing academic practice (3rd ed.) (pp. 8–26). London: Routledge.
Guo, Z., & Stevens, K. J. (2011). Factors influencing perceived usefulness of wikis for group collaborative learning by first year students. Australasian Journal of Educational Technology, 27(2), 221–242. Retrieved from: http://www.ascilite.org.au/ajet/ajet27/guo.html
Judd, T., Kennedy, G., & Cropper, S. (2010). Using wikis for collaborative learning: Assessing collaboration through contribution. Australasian Journal of Educational Technology, 26(3), 341–354. Retrieved from http://www.ascilite.org.au/ajet/ajet26/judd.html
Kai Wah Chu, S., Siu, F., Liang, M., Capio, C. M., & Wu, W. W. Y. (2013). Users’ experiences and perceptions on using two wiki platforms for collaborative learning and knowledge management. Online Information Review, 37(2), 304–325.
Wang, Y.-C. (2014). Using wikis to facilitate interaction and collaboration among EFL learners: A social constructivist approach to language teaching. System, 42, 383–390.
Wheeler, S., Yeomans, P., & Wheeler, D. (2008). The good, the bad and the wiki: Evaluating student-generated content for collaborative learning. British Journal of Educational Technology, 39(6), 987–995.
Witney, D., & Smallbone, T. (2011). Wiki work: Can using wikis enhance student collaboration for group assignment tasks? Innovations in Education and Teaching International, 48(1), 101–110.