Effect of Using Wiki in Education for Higher Education

CASE STUDY

EFFECT OF USING WIKI IN EDUCATION FOR HIGHER EDUCATION

Name:Indiana State University CIMT 630Dr. Ziaeehezarjeribi

SPRING 2014

AbstractComputer-supported learning and knowledge building play an increasing role in online collaboration. In particular, wikis have originally emerged and are most commonly known as social software, but there is also a growing trend to use wikis as a learning and assessment tool in Higher Education (Elgort 2007). The second is the focus of the present paper. Precisely, the paper attempts to explore the possible effects of using wikis in education for higher as well as well as discuss the cons and pros of this technology. The target learning population comprised 30 students who have attended classes using wiki discussion pages as a required learning tools to communicate with their peers or classmates in the USARogers' (2003) diffusion of innovations theory was used to guide the investigation. Additionally, questionnaires were used to collect data among the target population. The results indicated that using wiki approach produced higher engagement with other students, cognitive engagement, and class attendance. Qualitative feedback suggested some drawbacks to using a wiki. Further findings suggested that student engagement may be enhanced when a wiki is used to support learning in higher education.

Table of ContentsContentsAbstractiiTable of Contentsiii1.0 Introduction12.0 Diffusion of innovation theory-Literature review23.0 ISU Context.43.1 The target learning population:43.2 The outcomes that we are going to deliver to our learners:74.0 Case study analysis74.1 Diffusion of Innovation Theory74.2 Adaptability: The Rate of Adoption124.3 Type of Innovation-Decision:124.4 Innovation Diffusion and Innovation Decision ProcessModel124.5 Social System:145.0 Findings for this Study156.0 Conclusions and Recommendations:157.0 References178.0 Appendix A22

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1.0 IntroductionOne of the keys for online learning in higher education is providing students with collaborative learning experiences (Alliance for Higher Education Competitiveness, 2005). A survey report, Future of Higher Education - How technology will shape learning, (New Media Consortium, 2008), indicates that 52% of survey respondents state that online collaboration tools would make the greatest contribution in terms of improving educational quality over the next five years.Wikis are particularly interesting for learning purposes (Reinhold, 2006; Shih, Tseng, & Yang, 2008; Wang & Turner, 2004; Yukawa, 2006). Wikis may be characterized as collections of websites on intranets or the Internet. Such websites cannot only be read by users, but may also be edited by any participant (Leuf & Cunningham, 2001). In a wiki, people may generate content and link it to other content, using hyperlinks. Users are allowed to change text, insert new text, or even delete the whole text of a wiki or parts of it. In this way, a community of wiki users can work together in order to create one shared digital artefact. Thus, working on a wiki enables a collaborative development of knowledge (Khler & Fuchs-Kittowski, 2005) and leads to knowledge building as the creation of new and innovative knowledge. Users can use a wiki to share their knowledge, create a joint artefact, discuss and integrate different opinions, develop innovative ideas. This may at the same time, lead to individual learning. Thus, wikis may be considered as powerful tools for learning and knowledge building in educational contexts.Diffusion of Innovation (DOI) Theory explains how, over time, an idea or product gains momentum and diffuses (or spreads) through a specific population or social system. The end result of this diffusion is that people, as part of a social system, adopt a new idea, behavior, or product. Adoption means that a person does something differently than what they had previously. Through the higher education population, the wiki innovation has come to gain momentum and much appreciation from this population as a learning tool. Wiki means quick in the Hawaiian language and its originator, Ward Cunningham, described the wiki as an extremely simple online database (Leuf & Cunningham, 2001). This may perhaps explain why this innovation has gained so much appreciation in the recent past.This case study brings out the real benefits of using wikis on the education system as well as the shortcomings that may arise or may have arisen from this innovation. Moreover, it will make some recommendations regarding the two sides of the innovation in an attempt to ensure that the benefits are fully optimized.

2.0 Diffusion of innovation theoryLiterature reviewWikis have been used to support collaborative learning (Wheeler, Yeomans & Wheeler, 2008), collaborative writing (Kessler, 2009), and student engagement (Neumann & Hood, 2009). Although wikis are not a new phenomenon in higher education (Guzdial, Rick & Kehoe, 2001), there is still uncertainty about how to integrate wikis into classroom efficiently. As a consequence, instructors are struggling with students that are reluctant to use wikis (Ebner, Kickmeier-Rust & Holzinger, 2008). At the same time, there is a lack of empirically tested research (Liu, 2010) about the students' perception of using wikis in formal learning processes within higher education.Wikis are organized by topics of interests rather than chronological order of postings, and are composed by groups of contributors instead of single blog writers (Engstrom & Jewett, 2005). Wikis have been employed to assist knowledge management in an academic setting (Raman, Ryan & Olfman, 2005) and develop a collaborative online textbook (Ravid, Kalman & Rafaeli, 2008). However, most interest has focused on how wikis might foster learning in students.In the constructivist approach to learning and teaching, the student is actively involved in creating knowledge, instead of absorbing it (Bruner, 1990). The integration of ideas into existing frameworks and reframing beliefs as a result of new learning experiences are key components of this approach (Piaget, 1971). Ebner, Kickmeier-Rust and Holzinger (2008) have noted that the requirement to create knowledge by editing web pages makes the wiki consistent with the constructivist approach. Moreover, wikis promote learning when acquisition of that knowledge is dependent on social processes and collaborative efforts among students (Wheeler, Yoemans & Wheeler, 2008), as proposed by socio-cultural perspectives of learning (Vygotsky, 1998; Bonk & Kim, 1998). Collaborative learning has been associated with higher achievement, higher motivation, positive student-student relationships, and more positive attitudes towards the discipline of study (Giraud, 1997; Keeler & Steinhorst, 1995). It has also been suggested that the review and editing process that is central to wiki applications fosters metacognition and reflexivity in students (Kirschner, 2004).Based on the links between the wiki approach and learning theory, it is not surprising that there are reports of the successful application of wikis in higher education (Guzdial, Rick & Kehoe, 2001; Pappenberger, Harvey, Beven, Hall & Meadowcroft, 2006). For example, wikis facilitate student-teacher and student-student interactions (Stahmer, 2006), promote casual and flexible discussion (Read, 2005), and allow students to collaborate to conduct research and communicate their findings (Bold, 2006). However, Ebner et al. (2008) note that most claimed successes of wikis are not based on improvements in learning outcomes, but were related to the frequency of use of the system. Moreover, many reports of wiki applications in higher education consist of qualitative descriptions of teacher and student experiences and, by consequence, lack quantitative evaluations. One example of an empirical study is provided by the evaluation of a wiki related format termed CoWeb (Rick & Guzdial, 2006). The CoWeb approach facilitated learning in English composition, but was less effective in some science, technology, and mathematics classes. Students in the latter classes seemed to have resisted the collaborative learning approach, prompting the authors to suggest that there must be compatibility between the classroom culture, discipline culture, and the technology used.

3.0 ISU Context.3.1 The target learning population:The target group comprised of 30 students who have attended classes using Wiki discussion pages as a required learning tools to communicate with their peers or classmates in the USA. The target learning population consisted of both female and male student who most of who were in their mid- to upper-twenties. Most learners are situated in or close to Terre Haute, Indiana, the where the ISU physical campus is located. The dominant ethnic race is Arabic (Saudi Arabia).The target population pursued different courses and some of them demonstrated a prior experience in using online tools in education before joining campus.Student Name (Numbers)Country of Origin

Student MajorOnline Wiki Experience score (1-10)Favorite Application Interests

S1SaudiEducational Technology7Whats Up

S2ChineseEducational Technology5Face book

S3SaudiEducational Technology8Facebook

S4Saudicomputer science 4Instagram

S5SaudiAccounting4E-mail

S6SaudiGCIS5E-mail

S7SaudiInformation system3Instagram

S8SaudiMath8Whats Up

S9SaudiMath6Email

S10SaudiMath5Whats Up

S11SaudiInformation system4Whats Up

S12SaudiEmbedded software Engineering4E-mail

S13SaudiComputer Science 5Whats Up

S14SaudiMBA4Email

S15SaudiCIS3Google+

S16SaudiEducational Technology5Google+


S18SaudiCIMT7E-mail

S19SaudiCIMT9E-mail

S20SaudiPilot8Instagram

S21SaudiNuclear Engineering8Whats Up


S23SaudiEducational Technology5Instagram


S25SaudiCIS4Facebook



S28SaudiFSTY5Viber

S29SaudiCIMT8E-mail


Table 1: The target population data3.2 The outcomes that we are going to deliver to our learners:At the successful completion of this case study we are going to propose strategies to ensure the success of learning process is achieved as means in the wiki pages for students through the optimization of the benefits that come with it. Our recommendations will drive along a holistic approach to ensure that the desired goals of professors, designers as well as those of students are achieved.4.0 Case study analysis4.1 Diffusion of Innovation TheoryDiffusion research goes one step further than two-step flow theory. The original diffusion research was done as early as 1903 by the French sociologist Gabriel Tarde who plotted the original S-shaped diffusion curve. Tardes' 1903 S-shaped curve is of current importance because "most innovations have an S-shaped rate of adoption" (Rogers, 1995). Diffusion research centers on the conditions which increase or decrease the likelihood that a new idea, product, or practice will be adopted by members of a given culture. Diffusion of innovation theory predicts that media as well as interpersonal contacts provide information and influence opinion and judgment. Studying how innovation occurs, Rogers (1995) argued that it consists of four stages: invention, diffusion (or communication) through the social system, time and consequences. The information flows through networks. The nature of networks and the roles opinion leaders play in them determine the likelihood that the innovation will be adopted. Innovation diffusion research has attempted to explain the variables that influence how and why users adopt a new information medium, such as the Internet.As we are in the age of technology, spreading of new innovation can be achieved through considering five qualities related to the innovation from the perspective of the innovators; based on Rogers, (2003), these five qualities are:Relative advantage: This is the degree to which an innovation is perceived as better than the idea it supersedes by a particular group of users, measured in terms that matter to those users, like economic advantage, social prestige, convenience, or satisfaction. The greater the perceived relative advantage of an innovation, the more rapid its rate of adoption is likely to be. This study revealed that the use of wikis in higher education was so convenient to the target population. 60% of the case population identified wiki as a more convenient system of learning as compared to other education methodologies as it improved their learning skills (This was as per the statistics on strongly agree and somewhat agree collected in the questionnaire). The results of this study established that learners were especially satisfied with the use a wiki to develop research projects, with the wiki serving as ongoing documentation of their work. The use of wikis in the classroom enabled students to collaborate with other students in their class as well as in the global classroom. Through the use of wikis students could see how technology is used in the workforce. Furthermore, Wikis allowed students to work from home or anywhere they have access to a computer and the internet. Additionally as many students are currently contributing to wikis for personal reasons they were more motivated to contribute to classroom activities. 34% of the surveyed population was a group with no much experience about wiki tools but however, agreed to satisfaction from knowledge base wikis which provided them with knowledge repository in a group context. The remaining 8% thought that the teaching methodology was not beneficial to them in any way as far as improving their learning skills was concerned. From the study, it was perceived that perhaps the most common pedagogical application of wikis is supporting writing instruction (Lamb, 2004). A group of students used wiki as a writing tool which maximized the advantages of reflection, reviewing, publication, and of observing cumulative written results as they unfolded. According to Lamb (2004), a wiki called "Why Use Wikis to Teach Writing" lists a number of the mediums strengths for the teaching of writing skills:i. Wikis stimulate writing ('fun' and 'wiki' are often associated);ii. Wikis provide a low-cost but effective communication and collaboration tool (with an emphasis on text rather than software);iii. Wikis promote the close reading, revision, and tracking of preliminary work;iv. Wikis discourage 'product oriented writing' while facilitating 'writing as a process'; andv. Wikis ease students into writing for a wider audienceCompatibility: This is the degree to which an innovation is perceived as being consistent with the values, past experiences, and needs of potential adopters. An idea that is incompatible with their values, norms or practices will not be adopted as rapidly as an innovation that is compatible. There were numerous observed benefits connected with the use of Wikis, for example, its base up also casual methodology, capability to construct trusting society, and so forth. The study revealed that wikis were indeed very compatible with the needs and requirements of the study population. Through wikis, students were able to support the dissemination of information, exchange ideas, and to facilitate group interaction. Further, wikis can could be used to create a set of documents that reflected the shared knowledge of the learning group.

Simplicity and ease of use: This is the degree to which an innovation is perceived as difficult to understand and use. New ideas that are simpler to understand are adopted more rapidly than innovations that require the adopter to develop new skills and understandings.The initial appeal of using wiki in the classroom was derived from its simplicity. In many ways, the gradual adoption of wiki has been a response to the unsustainable complexity and inflexibility of many existing tools and platforms. The use of wiki by a significant number of the study population crept in gradually as an experiment in supporting group project work in professional graduate programs. Teams of six students would conduct research and development in a particular area over a six-week period, producing substantial documentation along the way. The work of writing, assembling, and refining this documentation was traditionally a significant task in itself. Documentation was traditionally written in various pieces in Microsoft Word and then later assembled for presentation in a layout program like QuarkXPress or InDesign. This composing sequence posed the all-too-common challenges of versioning (or keeping track of the different documents multiple writers will unintentionally create), collaboration, and the drudge-work of formatting and (more critically) re-formatting. The idea of using wikis was intended to minimize the hassles of the documentation. But almost immediately, the benefit of combining the processes of knowledge construction (organization and analysis of research findings, note taking, reflection, and so on), collaboration, and publication of results into one platform were apparent. The wiki spaces produced by the project groups grew quickly beyond the needs of producing documentation, into complex information spaces tended by the students.Trialability: This is the degree to which an innovation can be experimented with on a limited basis. An innovation that is trialable represents less uncertainty to the individual who is considering it. The trial-ability of the innovation was increased through limiting its first use to just one occurrence.Observable results: The easier it is for individuals to see the results of an innovation, the more likely they are to adopt it. Visible results lower uncertainty and also stimulate peer discussion of a new idea, as friends and neighbours of an adopter often request information about it. While instructors cannot change their students' learning style, they can abet wiki adoption by targeting students' motivation. One precondition for the students to use wikis in class is that wiki assignments are integrated into the course in a reasonable and rewarding way. Otherwise, students will abstain from using the wiki.Even though wikis have been around for a while and have a lot of early adopters in higher education, it seems they have not been used to their full potential for learning. One on the reasons that has been evoked in several articles is the fact that wikis are usually associated with the concept of actual work, and not learning, which is associated with the more formal and traditional classroom training. There might be a bit of truth in that statement, but is doesnt mean that wikis are not useful in education.The notion that wikis might enable collaborative learning between students (OShea, et al., 2007) has been confirmed by various studies from the perspective of perceived interaction levels between peers. Reported activities have further revealed how learners initiated and participated in collaborative writing activities in the wiki. Instructors need to purposefully encourage and sustain learners wiki activities (e.g., writing, reviewing, revising, and editing) throughout the learning process since learners might not be accustomed to wikis consistent and dynamic collaborations. In the meantime instructors should be sensitive of not taking away learners freedom to be autonomous as it is vital to sustain learners motivation to contribute in wikis.4.2 Adaptability: The Rate of AdoptionThe rate of adoption in this case study is the relative speed that the members of the social system adopt the Wiki instruction as an innovation (Rogers, 2003) The rate of adoption in this case is not static, we can change it with the innovation decision, the nature of communication channels, the nature of the social system, and the extent of change agents promotional efforts for Wiki in CIMT department.Wiki trends in distance education, globalization, digital literacy skills, and collective intelligence are now driving the restructuring of academic programs. In order to test the level of adoption of Wiki tools for teaching and learning in ISU context, we put forward 4 statements. Majority of respondents (86.99%) stated that Wiki tools in higher education with regard to ISU is highly appreciated but still will have to overcome a lot of obstacles in order to hold its ground.

4.3 Type of Innovation-Decision:Two factors determine what type a particular decision is:Whether the decision is made freely and implemented voluntarily and who makes the decision.4.4 Innovation Diffusion and Innovation Decision ProcessModelInnovation diffusion uses an approach in which the decision to adopt new technology is mainly based on perceptions of the technology within the decision-making unit (Rogers 1995). IDPM was based on communication theory, where the innovation was communicated to the audience (potential adopters). IDPM could be viewed as the adoption part of the Diffusion of Innovation model by Rogers. The IDPM stages as defined by Rogers (1995) are:Knowledge. The decision-making unit is exposed to the existence of innovation. In this case the innovation was the wiki tools. The main activity in this stage is cognitive (knowing). The knowledge about innovation might come through different communication channels. It could be in the form of advertising, word of mouth, formal education or training.In our case, this phase was commenced via awareness notices on Facebook and Emails from 05/01/2014 - 05/92/2014. During this time students were informed of the presence of a questionnaire (see Appendix A) that narrow knowledge of learners to advance some understanding of how Wiki functions, and this aided us to better advance our thoughts and elucidations. Although the international students after taking the questionnaire had not yet gained an understanding of how the innovation works, they have a probability of having a similar familiarity of online deliberations since they use the ISU BB discussions.

Persuasion. The decision-making unit forms an opinion toward the innovation. This opinion could be favourable or unfavourable. The main activity in this stage is affective (feeling). The decision-making unit would actively seek information about the innovation of concern before developing an opinion.In the persuasion stage, we focused our effort on persuading individuals to embrace the innovation and appreciate the aspects of the innovation such as such as the questionnaire. In order to incorporate individuals who are not active on social media and could not have been reached via Emails and Facebook posts, other ways were devised such as posters to attract their attention.

Decision. The decision-making unit decides either to reject (rejection) or accept (adoption) the innovation. Usually, the decision to adopt or reject would be made based on a trial period. The result would determine either to adopt or reject the innovation. External parties might be involved by providing an opportunity to demonstrate the innovation. According to the questionnaire statistics, as in 05/03/2014, a total of 21% of the students considered Wiki as waste of a students time. While others Opinions vary between (rather) or (founded on the teacher's directives) and this illustrates to us the level of disillusioned hope in the start. This notion was expected to change after the adoption of the invention.

Implementation. The decision-making unit actually uses the innovation. This is where the activities shift from strictly mental to real action. It would involve behavior change due to the implementation. In this stage, the decision-making unit would discover whether the initial knowledge and perception of innovation were true or not. The implementation stage would end when innovation becomes an integrated part of the adopters life or the innovation perceived as useless. Confirmation. The decision-making unit confirms or reverses the decision to reject or adopt the innovation made in the previous stage. The reason for this change is that information received about innovation may have conflicted with the previous beliefs. With regard to this case, it was interesting to discover that towards the end, some students added enriching reviews about Wiki as learning tool which showed their confirmation level and their contentment with the innovation.

4.5 Social System:The social system identified as the fourth element in Rogers (1995) definition of the diffusion of innovation represents the boundary within which the innovation diffuses. He provides a special description of a social system as a set of interrelated units that are engaged in joint problem solving to accomplish a common goal (Rogers, 1995). The significance of social structure to Rogers model is that it provides both the regularity and stability important for predicting the behavior of its members. Information in such a structure serves the purpose of reducing uncertainty (Rogers, 1995).In this case study, the social system is the clutch of innovators and the adopters of the wiki tutoring as a part of their learning community. As elucidated through the analysis of the target learning population, the social system for this diffusion process was diverse but however, shared a mutual goal of efficaciously attaining wiki instructions purposes.5.0 Findings for this StudyWikis (Internet provided private online spaces) were found to be useful in supporting collaborative activity and improving student interaction contribute to an overall success of the students in higher education. However, the success was derailed by too much student competition, students too confused to post questions on wiki innovation, and faculty opposition to student collaboration. Collaboration was less likely to be a success without proper guidance, such as a script.

6.0 Conclusions and Recommendations:A conclusion of the theoretical background and the study reported here is that wikis seem to be suitable instruments to encourage and facilitate processes of individual learning and collaborative knowledge building at the same time.Wikis are more than a piece of software technology they stand for a constructivist view on learning, one that defines knowledge building as a socio-cognitive process between individuals and groups. So, this tool and the underlying principles (cf. Moskaliuk & Kimmerle, 2009) may be used on a broader scale, both in informal and institutionalized learning arrangements. The underlying theoretical paradigm, however, cannot only be applied to wikis. It may also be transferred to situations in which people deal with other types of shared digital artefacts. We conclude that it is an adequate approach to consider both the processes in the cognitive systems of individuals and in the social system in order to understand individual learning, collaborative knowledge building, and their interplay regardless of which particular social software tool people may use.Wikis allowed students to fulfill their role duties, negotiate, cooperate, manage contribution, and learn from each other. Keith (2006) asserted that wikis enables users to negotiate, collaborate with others and learn from others work. A wiki provided an observational learning or modeling environment for students to learn from others work. Learning material, vivid interface and interactive activities were recommended to prepare a wiki website as a learning environment rather than merely a useful place for completing group assignments. Future studies need to verify that Learner-Learner interaction in wikis might create a larger instructional impact than those between learners and instructors, to validate wikis applicability to enhance online learning. Furthermore, existing theoretical frameworks for online teaching and learning need to be reexamined with features of Web 2.0 emerging technologies, to advance our understanding of online learning processes in this collaborative digital era and more importantly, to better help online learners achieve the intended learning outcomes.Educators further need to find an adequate level of incongruity. Starting with an empty wiki disables the possibility of linking ones own knowledge to available content, and a complete wiki with all relevant information may demotivate students from participating. A partly filled, but still incomplete wiki provides the opportunity to consider new information, but still add ones own knowledge, settle controversies, and integrate different positions.

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8.0 Appendix AEffects of using wiki innovation questionnaireName..........................................................................Major.Please read each statement and indicate the extent to whih you agree or disagree with 5 being strongly agree and 1 being strongly disagree. Kindly circle your responces1- Stongly disagree (SD)2- Somewhat disagree (SWD)3- Neither agree nor disagree (NAD)4- Somewhat agree (SWA)5- Strongly agree (SA)1. I use Wikis for most of my class work. 123452. Use of wiki innovation makes learning easier. 123453. I had prior experience in using wiki innovation before joining ISU. 123454. Use of wikis has improved my learning skills. 12345For this qusetion, select atleast two options that best suits your case.What are the main areas that you use Wiki for?i. School workii. Sociaolizingiii. BusinessAppendix BQuestionnaire Results Charts.

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Effect of Using Wiki in Education for Higher Education