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Wikis have emerged as an important Web 2.0 technology for facilitating collaboration in organizations. Although researchers have begun to analyze their use in organizations and develop metrics to study their usage, there has been limited statistical analysis of use data. In addition, much of the empirical analysis of wikis is based on Wikipedia. This paper mitigates those limitations in the literature by examining data generated from a large consulting organization, Accenture, to statistically analyze the relationships between different use variables.

The purpose of this paper is to define standard guidelines for the development of a wiki collaboration space for e-Learning, in order to provide collaborative activities among students, and between instructors and students.

The general requirements and extended features of wiki collaboration space were determined by conducting a requirement study and discussion with major stakeholders, i.e. students and tutors. Then, the wiki collaboration space was developed based on an open source wiki system. Finally, a wiki collaboration space was evaluated in terms of usability and collaboration effectiveness.

A comparison was performed between the wiki collaboration space and the original wiki in students’ works in an online course. The results showed that the effectiveness of collaboration and usefulness of wiki collaboration space were higher than original wiki in collaborative assignment.

As for practical implications, e-Learning developers/managers can use the outcome of this study as a guideline to integrate wiki and/or other social software to supplement e-Learning systems for better collaboration.

There is a need to define standard guidelines that provide the necessary features for wiki in e-Learning. In this study, extended features of wiki as collaborative learning tool were identified and evaluated to meet the needs of students in e-Learning environment.

The aim of this case study is to provide valuable insight into the selection, implementation and upkeep of a library staff wiki for libraries considering how to better manage information and improve communication, especially at libraries with multiple desks, shifts and locations.

Spartanburg Community College (SCC) evaluated the library’s needs and selected Wikispaces in this case study. A wiki manager was designated, who completed the initial set up, trained staff, wrote policies and procedures and delegated maintenance activities. Library staffs were surveyed about how they used the wiki and what its impact has been on their experience.

The library staffs report that they refer to the wiki quiet often in their time at the desk and that it has had an extremely positive impact on their service. The designation of a wiki manager was a key in keeping the wiki up-to-date and viable. The careful consideration of policies and procedures, including structure, format and naming conventions, has also contributed to the continued viability of the wiki as it has grown. The wiki has improved communication among staff and allowed for more consistent service to patrons.

This case study outlines best practices that were important in creating SCC’s library staff wiki, which has proved an invaluable tool to the library staff at both service desks and at all library branches.

The purpose of this paper is to present a case study investigating students’ patterns of collaborative content creation in a wiki project that was designed to promote self-directed and collaborative learning in the context of a university course. In addition, it proposes a new organizational and analysis framework of students’ constructive and collaborative activities in wiki-authoring projects.

The key notion, around which the present conceptual and research framework was built, is that a wiki integrates a content space and a social (discussion) space both considered in collaborative manner. The analysis of student contributions to their wiki was organized along two dimensions: interaction and refection posts were analyzed using the framework of Community of Inquiry; content contributions to the wiki pages were classified into five categories: creating a new page, content expansion, content reorganization, content enrichment (with video, images or hyperlinks) and editing and grammatical corrections.

The analysis of the research data revealed important information that could help to depict an overall representation of individual interactions and contributions, students’ collaborative performance within wiki groups as well as the overall evolution of the wiki content. The findings showed that properly designed wiki projects can be effectively introduced in higher education with the aim to support students to improve their authoring and collaborative skills through critical thinking, peer interaction and reflection.

The findings of this study are limited by the specific sample and the context of implementation. Future research will be directed to various educational contexts and to include in the analysis students’ experiences and learning outcomes of wiki-authoring activities.

The results provided supportive evidence that successful wiki-based projects in higher education depend on the way students’ individual and collaborative authoring contributions are interwoven. Effective wiki-based interventions should consider students’ learning as the outcome of both, individual and collaborative work, determined by self and peer reflection in wiki groups.

The originality and the significance of the present study are justified by the conceptual framework proposed which can guide both aspects of students’ learning presence within self-directed wiki-authoring projects, i.e. research and educational practice (design and monitoring).

The purpose of this study was to design collaboration mechanisms for groups, particularly those who are performing mandatory collaborative writing of Wiki pages.

This research study utilized six design science research methodology steps. Two case studies were conducted to understand how a MediaWiki with additional extensions potentially facilitates collaborative writing. Questionnaires were used to collect answers to questions about perceived usefulness and perceived ease of use.

The findings from this research led to the innovative design of a set of MediaWiki mechanisms to improve collaborative writing in the classroom setting. The findings of the second round of the build-and-evaluate loop illustrate some potential impacts of MediaWiki when used in the classroom.

These mechanisms would increase the students' sense of awareness, clarify management, increase discussion, and clarify students' roles. The implications of this study can be useful for researchers and developers. They can make use of what the study articulates the benefits and the needs of MediaWiki extensions.

The results of this study potentially offer new mechanisms that can be used to teach graduate students involved in collaborative writing.

The creation of the newly developed extensions is the original and innovative component of this study. These extensions are designed to increase project control and accountability.

The purpose of this paper is to present extensions of Semantic MediaWiki for the purpose of technology forecast and technology monitoring. The user friendliness and applicability of the components is evaluated by task-based user studies.

Based on the requirements given by potential end users (technology experts), visualization possibilities were designed and implemented. Potential users used the new features of technology forecast and monitoring within a semantic wiki and were controlled regarding the effectiveness.

Although semantic wikis are ideal tools for knowledge management in industry settings, especially due to their user-friendly way of storing and retrieving knowledge, they have rarely been used for technology forecast and monitoring purposes so far. The authors show that the additional requirements for such purposes can be met and provide established technology analysis possibilities within Semantic MediaWiki. In that way, a new application area of Semantic MediaWiki is introduced.

Tools and techniques for Semantic MediaWiki are presented, opening the application area of Semantic MediaWiki for technology and innovation management. The research provides evidence that the open-source implemented visualization and storage techniques can be applied in real-world settings, where so far mainly costly dedicated software has had to be used.

This paper is to address the research gaps about Research Support System (RSS) as mentioned by earlier articles, and to provide a possible solution to develop an RSS for supporting academics in conducting their research.

This study adopts a single-case study with the application of netnography. Data were collected from an ongoing-using Wiki and the data were analysed using the theoretical lens established from earlier articles.

The result confirmed the possibilities of using Wiki to establish a system for supporting research. The authors have established a 3-stage EDM (Establishment, Development, Management) process model for illustrating the steps.

This single-case study revealed the possibility for using Wiki as RSS for helping academics to conduct their research through providing support in preparing literature review, conducting project management and providing an archive for research methodologies. The paper also provided suggestion for practitioners on the implementation of the RSS.

This paper presents one of the earliest studies for developing a model to explain how to develop an RSS that gives a more concrete definition of RSS and outline a process of using Wiki as an RSS.

This study aims to examine users’ experiences and perceptions associated with the use of two wiki variants in the context of collaborative learning and knowledge management in higher education.

Participants included two groups of postgraduate students from a university in Hong Kong who used MediaWiki (n=21) and TWiki (n=16) in completing course requirements. Using a multiple case study approach and a mixed methods research design, data logs on the wiki platforms were downloaded and the contents were analysed. Students’ perceptions were examined through a survey.

The findings indicate that both wikis were regarded as suitable tools for group projects, and that they improved group collaboration and work quality. Both wikis were also viewed as enabling tools for knowledge construction and sharing.

This study provides insights that may inform the decisions of educators who are considering the use of wikis in their courses as a platform to enhance collaborative learning and knowledge management.

Previous research has shown that wikis can be effectively used in education. However there are a number of wiki variants and it may be difficult to identify which variant would be the best choice. There is a dearth of research comparing the effectiveness of different types of wikis. This study compares two wiki variants on a number of outcomes which may provide some insights to teachers who are in the process of selecting an appropriate wiki for teaching and learning.

Purpose — The purpose of this study is to describe the development of contents, visibility and use of two Library 2.0 services, Häme-Wiki and the Virtual Path map service, launched by Hämeenlinna City Library and based on crowdsourcing, service convergence and the application on Web 2.0 technology.

Design/methodology/approach — The development of the contents of the services were analysed by observing the increase in articles and other items published in them. The interest in these sites and their use were studied by the number of their contributors, users and downloads and by link analysis concerning inbound links. To gather users’ experiences, a Web survey was directed to the registered users by e-mail. A questionnaire for all users was linked to the front page of both services. Qualitative theme interviews were conducted with the staff of Hämeenlinna City Library to elicit their experiences concerning the use of the services and their impact on the work community.

Findings — The reception of the services was evidenced by the daily increasing number of published articles and maps, also indicating crowdsourcing. Their use was clearly described by the increasing download figures and inbound links. Both services offered users information not available elsewhere.

The study is limited by the low number of responses in the Web surveys.

Practical implications — Practical implications originate from the concrete examples of content sharing, crowdsourcing and service convergence which have not been much studied in library context.

Originality/value — The practical implications of the work also contribute to the value of the paper for developers of Web 2.0 services and service convergence.

This study aims to collect distributed knowledge organization systems (KOSs) from various domains, enrich each with meta information and link them to the multilingual KOS registry, facilitating integrated search alongside KOSs from various languages and regions.

This research involved collecting and organizing KOS information through three primary steps. The initial phase involved finding KOSs from Web search results, supplemented by the Korea ON-line E-Procurement System (KONEPS) and the National R&D Integrated Notification Service. After obtaining these KOSs, they were enriched by structuring contextual meta information using Basic Register of Thesauri, Ontologies and Classification (BARTOC) metadata elements and established dedicated media wiki pages for each. Finally, the KOSs were linked to the multilingual KOS registry, BARTOC, ensuring seamless integration with KOSs from various languages and regions and creating connections between each registry entry and its associated KOS wiki page.

The research findings revealed several insights, as follows: (1) importance of a stable source for collecting KOS: no national body currently oversees KOS registration, underscoring the need for a systematic approach to collect dispersed KOSs. For Korean KOSs (K-KOSs), KONEPS and National R&D Integrated Notification Service are effective data sources. (2) Importance of enhanced metadata: merely collecting KOSs were not enough. Enhanced metadata bridges access gaps and dedicated wiki pages aid user identification and understanding. (3) Observations from multilingual registry uploads: When adding KOSs to a multilingual registry, similarities were observed across languages and regions. Recognizing this, the K-KOSs were linked with their international counterparts, fostering potential global collaboration.

Due to the absence of a dedicated KOS registry agency, the study might have missed KOSs from certain fields or potentially over-collected from others. Furthermore, this study primarily focused on K-KOSs and their integration into the BARTOC registry, which might influence the methods and perspectives on collecting and establishing links among analogous KOSs in the registry.

This research pursued a stable method to detect KOS development and revisions across various fields. To facilitate this, we used the integrated e-procurement and R&D notification system and added meta information to aid in the identification and understanding of KOSs, which includes media wiki pages. Furthermore, link information was provided between the BARTOC registry and the Korean KOS websites and media wiki pages.