CASE STUDY

EFFECT OF USING WIKI IN EDUCATION FOR HIGHER EDUCATION

Name:
Indiana State University
CIMT 630
Dr. Ziaeehezarjeribi

SPRING 2014
1

Abstract
Computer-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 USA
Rogers' (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 Contents
2

Contents

Abstract............................................................................................................................................ii
Table of Contents............................................................................................................................iii
1.0 Introduction................................................................................................................................1
2.0 Diffusion of innovation theory-Literature review.....................................................................2
3.0 ISU Context...............................................................................................................................4
3.1 The target learning population:..............................................................................................4
3.2 The outcomes that we are going to deliver to our learners:...................................................7
4.0 Case study analysis....................................................................................................................7
4.1 Diffusion of Innovation Theory.............................................................................................7
4.2 Adaptability: The Rate of Adoption.....................................................................................12
4.3 Type of Innovation-Decision:..............................................................................................12
4.4 Innovation Diffusion and Innovation Decision Process Model...........................................12
4.5 Social System:......................................................................................................................14
5.0 Findings for this Study.............................................................................................................15
6.0 Conclusions and Recommendations:.......................................................................................15

7.0 References................................................................................................................................17
8.0 Appendix A..............................................................................................................................22

1.0 Introduction
One 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 theory

Literature review
Wikis 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.
Country of
Student Name Origin

Online Wiki
Favorite
Student Major

Application

Experience

(Numbers)

Interests
score (1-10)
Educational

S1

Saudi

Whats Up

Face book

Facebook

Instagram

Technology
Educational
S2

Chinese
Technology
Educational

S3
S4

Saudi
Saudi

Technology
computer science

S5
S6

Saudi
Saudi

S7

Saudi

S8
S9
S10

Saudi
Saudi
Saudi

S11

Saudi

Accounting
GCIS
Information
system
Math
Math
Math
Information

4
5

E-mail
E-mail

Instagram

8
6
5

Whats Up
Email
Whats Up

Whats Up

system
Embedded
S12

Saudi

software

E-mail

S13

Saudi

Engineering
Computer Science

S14

Saudi

MBA

Whats Up
Email

S15

Saudi

CIS

S16

Saudi

Google+

Educational
5
Technology
Educational
S17

Saudi

S18
S19
S20

Saudi
Saudi
Saudi

S21

Saudi

Technology
CIMT
CIMT
Pilot
Nuclear

Google+

Facebook

7
9
8

E-mail
E-mail
Instagram

Whats Up

Engineering
Educational
S22

Saudi

6
Technology
Educational

S23

Saudi

Facebook
5

Instagram

Facebook

4
3

Facebook
Instagram

Technology
Educational
S24

Saudi

S25
S26

Saudi
Saudi

Technology
CIS
Educational

Technology
Educational
S27

Saudi

S28
S29

Saudi
Saudi

S30

Saudi

Technology
FSTY
CIMT
Educational

Instagram

5
8

Viber
E-mail

Facebook

Technology
Table 1: The target population data
3.2 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 analysis
4.1 Diffusion of Innovation Theory
Diffusion 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
10

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

11

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.
ii.

Wikis stimulate writing ('fun' and 'wiki' are often associated);

Wikis provide a low-cost but effective communication and collaboration tool (with an

iii.
iv.
v.

emphasis on text rather than software);

Wikis promote the close reading, revision, and tracking of preliminary work;
Wikis discourage 'product oriented writing' while facilitating 'writing as a process'; and
Wikis ease students into writing for a wider audience

Compatibility: 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.

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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 drudgework 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

13

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

14

learners freedom to be autonomous as it is vital to sustain learners motivation to contribute in

wikis.
4.2 Adaptability: The Rate of Adoption
The 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 Process Model
Innovation 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:
15

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.

16

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.

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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 Study
Wikis (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.

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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.

19

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 A
Effects of using wiki innovation questionnaire
Name..........................................................................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 responces
123451.
2.
3.

Stongly disagree (SD)

Somewhat disagree (SWD)
Neither agree nor disagree (NAD)
Somewhat agree (SWA)
Strongly agree (SA)
I use Wikis for most of my class work.
1
2
3
Use of wiki innovation makes learning easier.
1
2
3
I had prior experience in using wiki innovation before joining ISU.

4. Use of wikis has improved my learning skills.

4
4

5
5

25

For this qusetion, select atleast two options that best suits your case.
What are the main areas that you use Wiki for?
i.
ii.
iii.

School work
Sociaolizing
Business
Appendix B
Questionnaire Results Charts.

Areas of wiki use

10%
25%
65%

School work

Socializing

Business

26

Improvement of learning skills

70%
60%
50%
40%

% Contribution

30%
20%
10%
0%

School work

Socializing

Business

Categories

Previous experience in using wikis

70%
60%
50%
40%

% contribution

30%
20%
10%
0%

School work

Socializing

Business

categries

27

Use of wikis in class work

70%
60%
50%
40%

% Contribution

30%
20%
10%
0%

School work

Socializing

Business

Categories

Wikis in m aking learni ng easi er

70%
60%
50%
40%
% Contribution

30%
20%
10%
0%

School work

Socializing

Business

Categories

28

29