Running head: WIKI USE IN PBL 1

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

WIKI USE IN PBL 2

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,

WIKI USE IN PBL 8

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), 12-

15.

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 pre-

kindergarten 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

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357.

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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 Whiteo African Americano Latino/ao Asiano Native Americano Other

2. Is there a computer at your home that you use?

o Yeso No

3. Do you have Internet access at home?

o Yeso No

4. How often do people in your home speak to each other in a language other than English?

o Nevero Occasionallyo Half of the timeo 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 Yeso No

6. How much do you disagree or agree with the following statements about technology? Select one circle in each row.

Strongly disagree Disagree No

opinion Agree Strongly agree

Technology is important to ○ ○ ○ ○ ○

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my daily lifeLearning about technology 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.

NeverRarely during

the year

Rarely during the

month

Rarely during

the week

Daily or almost daily

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 ○ ○ ○ ○ ○

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.

NeverRarely during

the year

Rarely during the

month

Rarely during

the week

Daily or almost daily

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

○ ○ ○ ○ ○