Search results

1 – 10 of over 2000
To view the access options for this content please click here
Book part
Publication date: 1 November 2012

Michael J.D. Sutton and Afsaneh Hazeri

This literature review explores the academic material comprising applications, cases, courses, and classroom-based research in higher education where wiki tools appeared…

Abstract

This literature review explores the academic material comprising applications, cases, courses, and classroom-based research in higher education where wiki tools appeared as an instructional technology. The authors define and describe the wiki concept, outlining a framework for wikis deployed as instructional technology tools. Additionally, analyses and syntheses of the findings are described from an interdisciplinary research literature search across many fields, along with a number of illustrative, exemplary cases demonstrating the application of this tool to teaching and learning. The authors also identify research evidence that outlines the benefits and strengths offered by new wiki technologies, while highlighting challenges, weaknesses, and issues encompassing their application in courses. The authors also outline numerous theories of learning that can be associated with wiki work; new forms of wiki-based learning; patterns of wiki technology use; characteristics of learners using wikis; and the changing role of teaching and teachers who instruct with wikis. Finally, we conclude with a summary of the findings and suggested future directions for studying wikis in higher education (HE). Although no broad, definitive prognosis yet exists that can point to a cause–effect relationship between the application of wikis and increases in learning, a significant body of evidence has emerged that suggests that wikis positively stimulate the learning environment and increase the collaborative capabilities of learners when applied to course work.

Details

Increasing Student Engagement and Retention Using Online Learning Activities
Type: Book
ISBN: 978-1-78190-236-3

Keywords

To view the access options for this content please click here
Book part
Publication date: 12 November 2014

Daniel E. O’Leary

Wikis have emerged as an important Web 2.0 technology for facilitating collaboration in organizations. Although researchers have begun to analyze their use in…

Abstract

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.

Details

Advances in Business and Management Forecasting
Type: Book
ISBN: 978-1-78441-209-8

Keywords

To view the access options for this content please click here
Article
Publication date: 26 April 2013

Sarah Kiniti and Craig Standing

The purpose of this paper is to identify and examine the major issues and challenges that impact the implementation of wikis as KMS. Wikis have been referred to as next…

Abstract

Purpose

The purpose of this paper is to identify and examine the major issues and challenges that impact the implementation of wikis as KMS. Wikis have been referred to as next generation KMS, providing an alternative to traditional knowledge management systems by addressing many of their limitations. However, research shows that there are cases where wikis have failed to achieve this potential. Further research on the range of issues and challenges surrounding the implementation of wikis in the corporate environment is required in order to enable organizations manage them more effectively and reap maximum benefits.

Design/methodology/approach

This paper begins by providing a review of previously published empirical studies on wiki deployment in organizations. The disparate discussions are then synthesised by identifying the major issues and challenges in wiki implementation.

Findings

Six major issues and challenges are identified including lack of a clear purpose for the wiki, wiki usability, integrating wikis into established work practices, social issues, role of management and organizational culture that supports knowledge sharing and collaboration.

Originality/value

It is posited that in order for organizations to successfully implement wikis, it is necessary to first understand the issues and challenges surrounding wiki implementation. This paper contributes to practice by identifying the key issues and challenges in the implementation of wikis and suggesting strategies for using wikis to manage knowledge effectively. Building on this review, we critically analyse the findings and propose a model for the implementation of wikis which addresses these issues and identifies research areas that further need to be investigated.

Details

Journal of Systems and Information Technology, vol. 15 no. 2
Type: Research Article
ISSN: 1328-7265

Keywords

To view the access options for this content please click here
Article
Publication date: 3 May 2013

Chandana Rathnasiri Hewege and Liyanage Chamila Roshani Perera

The purpose of this paper is to explore the effectiveness and pedagogical implications of integrating wikis into the curriculum and the subsequent learning outcomes of a…

Abstract

Purpose

The purpose of this paper is to explore the effectiveness and pedagogical implications of integrating wikis into the curriculum and the subsequent learning outcomes of a group of Net‐Gens who enrolled in an International Marketing course. The research problem of the study is: “What are the learning outcomes and pedagogical implications arising from the use of wikis?”

Design/methodology/approach

A qualitative research methodology supported by the NVivo data analysis software was employed. A triangulated approach to collecting data was used. First, the content of the three student‐generated wikis and the written text of 30 student assignments were analysed by using Nvivo software to identify emerging themes pertaining to wiki‐based learning outcomes. Second, a critical incident method was employed where students were asked to describe two positive experiences and two negative experiences related to the wiki pedagogy. Third, in‐depth interviews were conducted with six members of the teaching panel of the course to further understand the pedagogical implications of wikis.

Findings

Consistent with previous studies, it was found that wikis promoted collaborative learning, organic discussions and independent thinking. Against previous studies, however, it was found that students adapted to wiki‐based pedagogy very well, and with little difficulty. There were differential levels of student engagement in wikis, and that occasionally wikis resulted in stagnated discussions, unless clearly aligned to the curriculum.

Practical implications

A well thought‐out alignment of wiki assessments with other learning activities has the potential to engage Net‐Gens. In order to keep students enthusiastically engaged in wiki discussions, it is important to embed wiki‐based activities into other learning activities. Understanding that there is a “spill over” effect from one learning activity to another is important.

Social implications

The outcomes were especially beneficial to non‐English speaking background (NESB) students who are often inhibited in their responses in typical classroom settings.

Originality/value

While research has focussed on the use and functionality of wikis in curriculum design, there is a paucity of work on their pedagogical implications. This paper look sat the implications of a “wiki‐based pedagogy” which assumes an “emancipatory”, partially‐“constructivist” paradigm of learning, where teachers should be ready to ‘loosen the controls of the conventional teaching‐centred learning environment’.

Details

Journal of International Education in Business, vol. 6 no. 1
Type: Research Article
ISSN: 2046-469X

Keywords

To view the access options for this content please click here
Article
Publication date: 23 September 2013

Mauricio Vasquez and Richard E. Potter

Wikis have been gaining attention in the practitioner and academic literature, suggesting their use as knowledge repositories in organizational environments and even as…

Abstract

Purpose

Wikis have been gaining attention in the practitioner and academic literature, suggesting their use as knowledge repositories in organizational environments and even as collaborative tools for reviewing scholarly publications. And yet, little is known about factors that foster or discourage use of this technology. The purpose of this paper is to take a closer look at collaboration using wikis.

Design/methodology/approach

The authors look at an academic exercise using wikis in a college classroom to leverage collaboration among students. Taking elements from similar artifacts such as groupware technology, this research evaluates a model that explores the significance of perceptions of complexity and critical mass on wiki adoption.

Findings

Results show a strong acceptance of wikis among students despite not being familiar with this type of technology. Furthermore, outcomes show that students were influenced by the actions taken collectively by their peers, resulting in improved collaboration and participation.

Originality/value

The paper offers new insights into the subject of collaboration using wikis.

Details

Journal of Applied Research in Higher Education, vol. 5 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

To view the access options for this content please click here
Article
Publication date: 17 February 2012

Wesley Shu and Yu‐Hao Chuang

Collaborative writing is an interactive process. It saves time and energy, and it integrates the knowledge of multiple writers. Wiki is a platform for collaborative…

Abstract

Purpose

Collaborative writing is an interactive process. It saves time and energy, and it integrates the knowledge of multiple writers. Wiki is a platform for collaborative writing in the Web 2.0 era. This paper's aim is to focus on the many benefits of wikis.

Design/methodology/approach

To understand the effect of using wikis on collaborative writing, the authors conducted a laboratory experiment. They measured writing output under three user modalities (face to face, synchronous distribution, and asynchronous distribution) and with two writing tools (a wiki web site and MS Word).

Findings

Compared to the use of MS Word, face‐to‐face collaborative writing with wikis led to significantly higher levels of participation, and externally evaluated quality of the writing product, and satisfaction with the product and process. However there was no significant effect on document length. Satisfaction is significantly higher with wikis than with MS Word in both distributed collaborative writing conditions, but this was not the case for document length and externally evaluated quality.

Originality/value

The paper shows that the findings have important implications for business. First wikis do not require professional instructors to facilitate their use in meetings. Second the confirmation of wikis' effectiveness motivates the use of wikis toward a more open business environment.

Details

Online Information Review, vol. 36 no. 1
Type: Research Article
ISSN: 1468-4527

Keywords

To view the access options for this content please click here
Article
Publication date: 20 November 2017

Fayez Hussain Alqahtani

Scholars and practitioners alike view knowledge as a crucial organisational asset. Over the past decade, several knowledge management (KM) technologies have emerged, such…

Abstract

Purpose

Scholars and practitioners alike view knowledge as a crucial organisational asset. Over the past decade, several knowledge management (KM) technologies have emerged, such as wikis. A wiki is a web-based hypertext application that supports a collaborative and conversational approach to KM. While wikis are generally simple to use, their adoption for managing organisational knowledge sometimes meets resistance from employees. The purpose of this paper is to investigate the factors affecting the user acceptance of organisational wikis as a means of knowledge creation and diffusion.

Design/methodology/approach

Building on the existing research on KM and information technology adoption, this study identified the following factors: the relevance of top management support for and complexity of enterprise wikis as well as technical support and knowledge-sharing self-efficacy. A cross-sectional survey was employed to examine the influence of these factors on employees’ acceptance of corporate wikis. Overall, 102 employees participated in the online survey, and the data collected were analysed using the partial least squares method.

Findings

The research model developed demonstrates that top management support, technical support and knowledge-sharing self-efficacy have a positive significant effect on employees’ willingness to use wikis for knowledge-creation purposes within organisations.

Originality/value

The findings of this study contribute to the existing literature on the implementation of wikis as a KM technology by developing a theoretical model explaining employees’ acceptance of this technology. Organisations could use this model to guide and facilitate wiki initiatives.

Details

Aslib Journal of Information Management, vol. 69 no. 6
Type: Research Article
ISSN: 2050-3806

Keywords

To view the access options for this content please click here
Article
Publication date: 17 July 2009

Tay Pei Lyn Grace

The purpose of this paper is to provide organizations which are keen to implement wikis with insight into its usefulness and possible role in the knowledge sharing and

Abstract

Purpose

The purpose of this paper is to provide organizations which are keen to implement wikis with insight into its usefulness and possible role in the knowledge sharing and management process through lessons learnt from implementation of wikis by organizations ranging from SMEs with less than ten users to those with a vast network of 193 million members. These organizations are from the non‐technology as well as technology‐based sectors.

Design/methodology/approach

The paper takes the form of a general review. It provides a background into the advent of wikis and briefly discusses related work on use of Wikis in corporate, public and educational context. This is followed by review of three case studies carried out on implementation of wikis and an analysis of the review.

Findings

The review proposes a framework for the wiki adoption process which may be used as a guide for in future adoption by organizations. It also found that some benefits which move these organizations towards the usage of wikis include its ease of use, ability to track and edit, its influence on the building of a trusting culture and as a central repository of information. One significant and tangible benefit from the use of wikis is its ability to save time and therefore, money. Issues to be addressed include security, control as well as technical issues such as data migration.

Research limitations/implications

The paper presents examples based on case studies conducted by other authors and a framework based on the observation of the key push factors and commonalities among the cases. Further empirical testing is needed to demonstrate the framework introduced in this paper.

Originality/value

The paper suggests that wikis may be the key to a viable and usable knowledge management tool due to its ease of use and collaborative nature, which ultimately leads to time and cost savings. A preliminary framework to represent the implementation flow of a wiki is also presented and may serve as a guide for organizations considering the use of wikis as a knowledge management tool.

Details

Journal of Knowledge Management, vol. 13 no. 4
Type: Research Article
ISSN: 1367-3270

Keywords

To view the access options for this content please click here
Article
Publication date: 12 April 2013

Samuel Kai Wah Chu, Felix Siu, Michael Liang, Catherine M. Capio and Wendy W.Y. Wu

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…

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Research limitations/implications

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.

Originality/value

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.

Details

Online Information Review, vol. 37 no. 2
Type: Research Article
ISSN: 1468-4527

Keywords

To view the access options for this content please click here
Article
Publication date: 13 June 2016

Helen S. Du, Sam K.W. Chu, Randolph C.H. Chan and Wei He

The purpose of this paper is to investigate the process and interaction among group members using wikis to produce collaborative writing (CW) projects, and to compare…

Abstract

Purpose

The purpose of this paper is to investigate the process and interaction among group members using wikis to produce collaborative writing (CW) projects, and to compare their collaborative behavior among students at different levels of education.

Design/methodology/approach

The study investigated the participation and collaboration of Hong Kong primary school, secondary school, and university students in the process of developing their wiki-based CW projects. Both qualitative and quantitative data were obtained from analyzing the revision histories and the content of wiki pages.

Findings

Results indicated that the level of education significantly affected student CW actions, and their interaction and coordination behavior to co-construct the work. Also, the frequency of collaborative activities varied noticeably among the primary, secondary, and university students.

Practical implications

The study enriches our understanding of the complex and dynamic process of CW using wikis. It has practical implications on why and how the pedagogy and technology should be implemented differentially for the students at three different levels of education to facilitate collaborative knowledge construction.

Originality/value

Research to date is still lacking an in-depth knowledge about the processes and activities involved when students write collaboratively on wikis. Also, no study has yet compared the collaborative behavior among students at different levels of education. The results of this study contribute to the development of new and appropriate modes of group-based collaborative learning at all levels of the education system for the twenty-first century.

Details

Online Information Review, vol. 40 no. 3
Type: Research Article
ISSN: 1468-4527

Keywords

1 – 10 of over 2000