Running head: WIKI USE IN PBL
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Wiki Use in Project-Based Learning: A Collaborative Exercise
Mark DeFoor
Kennesaw State University
Qiana Cutts, PhD & Beryl Otumfuor, PhD
Applied Quantitative & Qualitative Research – EDRS 8000
December 12, 2014
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Introduction
Wikis are the new way for groups to collaborate and coordinate complex projects
(LeFever, 2007). Used in education, wikis make it easy for students to change the content of a
web page with one click of a button. It is as easy as edit, write and save. Wikis provide a
collaborative and constructive learning environment and are an effective tool for project-based
learning (PBL) (Parker & Chao, 2007). Although there are several definitions of PBL, critical
components of this instructional model are a driving question, or problem, and the production of
one or more artifacts as representations of learning (Adderley et al., 1975; Blumefield et al.,
1991). PBL actively engages students in a demanding process requiring the use of critical
thinking skills, collaboration with peers, and the ability to rely on previous experiences to
develop and build competencies required of 21st century learners. Furthermore, PBL has been
demonstrated to improve students’ ability to reason and argue clearly (Stepien, Gallagher, &
Workman, 1993). Students in classrooms that incorporate PBL perform at least as well on
standardized tests as their peers in traditional classrooms (Thomas, 2000). Collaboration is
heavily emphasized because of its importance in group work. Group work is a trademark of PBL
and prepares high school students to be considered college and career ready. A paradigm shift is
underway in the workforce as employers place high value on prospective employees who already
possess skills necessary to solve problems in a collaborative environment.
Enter the wiki. Wiki is a web site that allows users to easily edit content by creating and
editing web pages in a collaborative manner (Chao, 2007). Wiki is a highly valued tool that
helps students reach many of Bloom’s higher order thinking skills. Wikis serve several purposes
in education. They serve as a repository for the documentation of student work and a place for
teachers and students to post relevant course and/or project material. The use of wikis in group
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projects is predicted to encourage equal participation from team members since an electronic
record is kept of every contribution to every wiki page (Elgort, Smith, & Toland, 2008). Wikis
are truly effective in a PBL environment when task instructions are clear and concise, time is
allotted for students to practice using them, and the complexity of tasks start at a beginner’s level
and progress in complexity over time. An advantage of using wiki technology as a platform for
conducting group assessment is that it can make the quantity and quality of each group member’s
contribution more transparent; potentially encouraging participation (Barkley, Cross, & Major,
2005). Course work and assessments are designed in such a way that the success of an
individual is linked to the success of the group (Elgort, Smith, & Toland, 2008). However,
research exists that contradicts the collaborative nature of wikis comparing them to email
exchanges and posts on discussion boards (Elgort, Smith, & Toland, 2008). In addition, studies
show that forgetting to close a page after editing makes the wiki unavailable to others and leaves
students frustrated (Johnson & Sims, 2013). This type of delay causes tensions among group
members (Johnson & Sims, 2013). Notwithstanding, wikis have proven to support the
construction of knowledge by students participating in wiki based projects. Instead of engaging
in conversation about concepts and their application, wikis create action as students focus on
applying what they already know and have learned.
This paper will begin with a quick assessment of technology literacy skills of high school
students followed by an assessment of the integration of wikis in a high school learning
environment. Practical applications of wikis in a PBL mathematics task will be studied and
analyzed for the purpose of discovering how effective this technology is in promoting
collaboration and students’ participation in group work.
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Research Purpose and Questions
The purpose of this study is to examine wikis as an effective collaborative tool for
students and determine if this technology promotes group participation in a project based
learning environment.
Research questions addressed in this study are:
RQ1: What wiki tools promote collaboration and interaction in a PBL
environment?
RQ2: What characteristics of PBL motivate students to use wikis?
RQ3: How do teachers integrate wikis into PBL assignments?
Importance of the Study
In today’s society, groups routinely need to plan, organize and coordinate various
activities in an efficient way. The old way of communicating through emails and text messages
leaves critical information scattered and difficult to locate. Wiki technology enables groups to
coordinate their plans better by allowing users to edit, write and save information in one central
location (LeFever, 2007). Instead of communicating in a one-to-one relationship, wikis provide
a many-to-many communication method for maximum collaboration. Applying this same
approach to education, wikis have become an extremely useful tool in today’s classrooms. The
functionality of wikis make them an excellent tool for collaboration in an online environment
(Augar, Waitman, & Zhou, 2004). They can be used to facilitate ongoing, thought provoking
discussions about many topics over the course of an entire semester (Deters, Cuthrell, &
Stapleton, 2010).
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Used in PBL assignments, wikis promote social interaction among students in and out of
the classroom. This marriage between teaching strategies and technology is consistent with the
desire of educators to flatten classroom walls and provide students an opportunity to take control
of their education outside of school. The structure of PBL and the capabilities of wikis create an
environment that promotes group work. Today’s students must improve problem solving skills
and become more adept at working in groups to meet the needs of a 21st century workforce.
However, research exists that contradicts the effectiveness of wikis as a collaborative tool.
Students seem to be willing to post information to wiki sites but not so willing to share
information and exchange ideas (Elgort, Smith, & Toland, 2008). Students express frustration
over having to wait to use wikis while other students edit pages. Students encounter
inconsistencies in feedback from classmates and instructors. They are also hesitant to critique
each other’s work. Even though this research exists, there are significant gaps in the literature
that do not explore these contradictions in depth. Therefore, this study would add to existing
research by examining the features of wikis and how these features are integrated into PBL
assignments. This study could potentially uncover breakdowns in group structures that would be
crucial in redefining the role of wikis and eliminating potential obstacles to learning.
Definition of Terms
Project-based learning (PBL) – PBL is an instructional strategy that requires complex
tasks, based on challenging questions or problems, that involve students in design, problem
solving, decision making and give students the opportunity to work autonomously over extended
periods of time and culminate in realistic products or presentations (Thomas, 2000).
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Web 2.0 – Web 2.0 refers to web based applications used for collaborating, creating and
sharing user generated content online. Examples of Web 2.0 tools include Facebook, Twitter,
YouTube, Wikipedia, and various blog sites.
Wiki – A website that allows users to edit its structure and content in a collaborative
manner.
Review of Literature
Today’s students must learn and develop skills that will allow them to succeed in a
competitive business environment. Educators need to teach what wikis and other social software
may mean to business, not as phenomenon, but as a skill (Evans, 2006). Web 2.0 tools have
become more popular with the proliferation of applications such as YouTube, Twitter, Facebook,
Flickr, Pandora and Google Earth. PBL is described as student-centered instruction that occurs
over an extended period of time where students select, plan and produce a presentation that
answers and/or solves a real world problem (Holm, 2011). This instructional approach has
positive effects on students’ critical thinking and problem solving skills as well as their ability to
collaborate and communicate with classmates. Today’s 21st century learner must master these
competencies in order to be college and career ready.
The word wiki originates from Hawaii and means quick. Introduced by Ward
Cunningham in 1995, wikis were developed as a tool for collaborative learning (Leung & Chu,
2009). Wikis have since emerged to become a prevailing Web 2.0 tool for education that allows
students to take advantage of the Internet and engage in skills that are at the top of learning
taxonomies. Research suggests that wikis are ideal for knowledge creation and management
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(Bruns & Humphrey, 2007). Due to an increasing presence of the Internet in education, a
paradigm shift to a student centered classroom is underway (Zafirov, 2013). Research suggests
that wikis involve students in their own construction of knowledge (Parker & Chao, 2007).
Studies also show that cooperative learning, a form of group work, leads to positive
interdependence of group members, face to face interactions between students and improved
collaborative skills (Schaffert, Bischof, Buerger, Gruber, Hilzensauer & Schaffert, 2006).
Studies show that whether working face to face, or online, students feel class projects using
wikis provide a valuable learning experience (Elgort, Smith, & Toland, 2008). Messages are
easily posted for discussion and peer feedback is quickly provided on work regardless of a
student’s physical location. Today’s workforce demands that students develop better problem
solving skills and become more adept at working in groups. Project based learning is a solution
to address these issues (Zafirov, 2013).
Notwithstanding, research exists that shows challenges in implementing PBL. In
particular, students must take newly acquired knowledge and apply it to solving complex
problems. This creates cognitive overload for most students (Ching & Hsu, 2013). Although
research is limited in this area, wikis are not always successful in education (Elgort, Smith &
Toland, 2008). For example, if collaboration is not required for a task, then using a wiki is
pointless. If the design of the task is not authentic, then the use of a wiki becomes problematic.
Further research suggests that wikis are limited with respect to students’ use of collaboration to
create knowledge (Elgort, Smith & Toland, 2008). Students seem willing to post information to
wiki sites but not so willing to share information and exchange ideas.
The review of literature supports PBL and wikis have similar characteristics and positive
contributions in education through collaboration, communication and group work. However,
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limited research exists that explores the effectiveness of wikis to promote group participation in
PBL. Even though wikis have become increasingly popular with people who use the Internet,
the benefits to education still remain unclear. By examining the use of wikis in group work,
additional research may determine how wikis can contribute to and improve collaborative
learning (Leung & Chu, 2009).
Research Methodology
This study will be conducted using an explanatory sequential mixed methods design in a
high school mathematics class. Quantitative and qualitative methods will be used to collect and
examine data. This data will be used to answer research questions identified as RQ1, RQ2 and
RQ3. Emphasis of this study will be placed on quantitative data. Data collected in phase one
will determine the volume of wiki use. This will be a solid indicator of how students are
contributing to the PBL project and if collaboration is involved. Qualitative data will help
explain patterns that develop in student to student interactions and overall wiki use. The intent
of the mixed methods design is that the qualitative data will triangulate the quantitative data and
provide greater accuracy for data collected in the quantitative phase as well as uncover any
unanticipated results.
A Technology Literacy Survey (Appendix A) will be administered to all participants to
gather data and determine general levels of technology literacy. This survey will provide data
about participants’ abilities to access and use technology to solve problems. In the quantitative
phase of this study, tracking features in wiki software that show the volume of use and time
students spend on the wiki site will be used to answer research question RQ1. Surveys using a
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Likert scale will be administered to students and faculty of the mathematics class being studied.
These surveys will also be used to quantify the frequency and duration of wiki use.
The second phase of the research will consist of a student focus group interview to
answer RQ1 and RQ2. A focus group interview for teachers will address RQ3. Two focus
group sessions will be conducted during the study. The initial interviews will help gauge
opinions about wiki use and implementation early in the PBL assignment. The same questions
will be re-administered later in the assignment to determine how consistent and dependable
responses are from the initial focus group sessions. Classroom observations will be used to
further compare and validate data collected in the quantitative and qualitative phase of this study.
The wiki site will be routinely monitored to track student progress in real time. This will help
determine success levels for students participating in the PBL assignment.
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References
Adderley, K., Askurin, C., Bradbury, P., Freeman, J., Goodlad, S., Greene, J., Jenkins, D., Rae,
J., & Uren, O. (1975). Project methods in higher education. Working party on teaching
methods: Techniques group. London: Society for Research into Higher Education.
Augar, N., Raitman, R., & Zhou, W. (2004). Teaching and learning online with wikis. Deakin
University School of Information Technology. Retrieved December 12, 2014 from
http://www.ascilite.org.au/conferences/perth04/procs/pdf/augar.pdf
Barkley, E., Cross, K., & Major, C. (2005). Collaborative learning techniques: A handbook for
college faculty. Jossey-Bass Publishers. San Francisco, CA.
Blumefield, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., & Palinscar, A. (1991).
Motivating project-based learning: Sustaining the doing, supporting the learning.
Educational Psychologist. 26(3), 369-398.
Bruns, A., & Humphreys, S. (2007). Building collaborative capacities in learners: The
m/cyclopedia project, revisited. Retrieved November 19, 2014 from
http://eprints.qut.edu.au/10518/1/wiki16f-bruns.pdf.
Byron, M. (2005). Teaching with tiki. Teaching Philosophy. 28(2), 108-113.
Chao, J. (2007). Student Project Collaboration Using Wikis. Proceedings of the 20th Conference
on Software Engineering Education and Training. Dublin, Ireland: July 3-5. Manuscript
accepted for publication.
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Ching, Y., & Hsu, Y. (2013). Peer Feedback to Facilitate Project Based Learning in an Online
Environment. The International Review of Research in Open and Distant Learning. 14(5),
259-273.
Deters, F., Cuthrell, K., & Stapleton, J. (2010). Why wikis? Student perceptions of using wikis in
online coursework. Merlot Journal of Online Learning and Teaching. 6(1).
Elgort, I., Smith, A., & Toland, J. (2008). Is Wiki an Effective Platform for Group Course Work?
Australian Journal of Educational Technology. 24(2), 195-210.
Engstrom, M., & Jewett, D. (2005). Collaborative learning the wiki way. Tech Trends. 49(6), 1215.
Evans, P. (2006). The wiki factor. BizEd. Retrieved November 20, 2014 from
http://www.aacsb.edu/publications/Archives/JanFeb06/p28-33.pdf.
Grant, M. (2009). Understanding projects in project based learning: A Student’s Perspective.
American Educational Research Association. Retrieved from
http://bie.org/images/uploads/general/c4bb5291b8135c6ba582d053833a16e2.pdf.
Holm, M. (2011). Project based instruction: A review of the literature on effectiveness in prekindergarten through 12th grade classrooms. Insight: Rivier Academic Journal. 7(2).
Johnson, L., & Sims, R. (2013). A case of wikis and contradictions: Activity systems, classroom
community, and instructional design for collaborative online learning. The Journal of
Applied Instructional Design. 3(1), 19-31.
LeFever, L. (2007, May 29). Wiki in plain English [Video file]. Retrieved from
https://www.youtube.com/watch?v=-dnL00TdmLY.
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Leung, K., & Chu, S. (2009). Using wikis for collaborative learning: A case study of an
undergraduate students’ group project in Hong Kong. Retrieved November 19, 2014
from http://ickm2009.pbworks.com/f/Kevin+Leung.pdf.
Schaffert, S., Bischoff, D., Buerger, T., Gruber, A., Hilzensauer, W., & Schaffert, S. (2006).
Learning with semantic wikis: Proceedings of the first workshop on semantic wikis –
from wikis to semantics. Retrieved November 20, 2014 from
http://www.wastl.net/download/paper/Schaffert06_SemWikiLearning.pdf.
Stepien, W., Galllagher, W., & Workman, D. (1993). Problem-based Learning for Traditional
and Interdisciplinary Classrooms. Journal for the Education of the Gifted Child. 16, 338357.
Thomas, J. (2000). A Review of Research on Project-based Learning. San Rafael, CA. Autodesk
Foundation.
Zafirov, C. (2013). New Challenges for the Project Based Learning in the Digital Age. Trakia
Journal of Sciences. 11(3), 298-302.
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Appendix A
Technology Literacy Survey
1. Which one of the following best describes you? Select only one choice.
o
o
o
o
o
o
White
African American
Latino/a
Asian
Native American
Other
2. Is there a computer at your home that you use?
o Yes
o No
3. Do you have Internet access at home?
o Yes
o No
4. How often do people in your home speak to each other in a language other than English?
o
o
o
o
Never
Occasionally
Half of the time
All or most of the time
5. Do you own a smart phone, tablet, laptop or any other digital device that can access the
school’s wireless network?
o Yes
o No
6. How much do you disagree or agree with the following statements about technology?
Select one circle in each row.
Technology is important to
my daily life
Learning about technology
Strongly
disagree
Disagree
No
opinion
Agree
Strongly
agree
○
○
○
○
○
○
○
○
○
○
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will help me in the future
Learning about technology
will help me get the job I
want
I enjoy learning about
technology
○
○
○
○
○
○
○
○
○
○
7. For school work, how often do you use a computer or other digital technology for the
following activities? Select one circle for each row.
Send or receive messages
(e-mail, text, instant, blog)
View or download digital
media
Create, edit or organize
digital media
Send or share digital media
Create a presentation
Never
Rarely
during
the year
Rarely
during the
month
Rarely
during
the week
Daily or
almost daily
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
8. Away from school, how often do you use a computer or other digital technology for the
following activities? Select one circle for each row.
Play games or run
simulations
Search for information on
the Internet
Maintain a website or blog
Participate in online
discussion forums or social
networking sites
Never
Rarely
during
the year
Rarely
during the
month
Rarely
during
the week
Daily or
almost daily
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○