This case study investigates the perceptions of doctoral students regarding the creation and use of wikis as collaborative tools in education. It highlights the benefits, challenges, and learning experiences associated with using wikis, emphasizing improvements in technology knowledge and student engagement. The research involved mixed methods, collecting data through surveys, focus groups, and reflections, yielding significant themes around technology, learning experiences, and classroom connections.

1. Kelly Reffitt, Ph. D.
Kelly Jones, Ph. D. candidate
Susan Thornton, Ph. D. candidate
Mercer University
Macon, GA

2. Background & Purpose
 Wikis
 collaborative knowledge building and knowledge sharing
 The purpose of this case study is to examine doctoral
students’ perceptions of the benefits, challenges, and
experiences of creating a class wiki.

3. Context of the Study
 Class wiki assignment
 Intended as a research assignment & instructional resource
 Doctoral student teams
 2011: Group 1 worked collectively to build a wiki
 2012: Group 2 worked collectively to redesign the wiki
 Group pages aligned to assigned time periods
 highlighting the history of American education

4. Theoretical Framework
 Two perspectives: globalization and social learning
 The Internet opens new possibilities for learning both in
and out of the classroom
 Knowledge is being built by groups of people from all over
the world working together in online spaces such as wikis
 Wiki writers form communities of practice (Wenger, 1998)
based on a common goal or shared interest
 Wikis promote social learning by engaging students in
practice and encouraging collaboration

5. Research Methods
 Mixed methods case study
 Setting: online and on campus
 Participants are doctoral students (ages 25-54)
 17 students in Group 1
 EDCI 815
 Spring 2011
 15 students in Group 2
 EDCI 815
 Spring 2012

6. Data Sources
 We collected three forms of data:
 (1) students’ responses to an online survey
 (2) students’ responses during a videotaped focus group
interview
 (3) student reflections published on the class wiki sites.
 Group 1: 17 students (2011)
 12 survey responses
 17 reflections
 Group 2: 15 students (2012)
 12 survey responses
 15 reflections
 8 focus group interview participants

7. Survey Results
 24 of 32 doctoral students completed the survey
 75% return rate
 Only one had previous experience building or contributing to a wiki
page before this assignment.
 88% reported participation in the wiki enhanced their technology
knowledge and experience.
 67% reported that they accessed the wiki as an instructional resource
after the course.
 79% reported feeling satisfied with the overall experience of creating a
collaborative research-based wiki
 75% of students reported that they would be likely to use a wiki as an
instructional resource in the future.

8. Qualitative Analysis
 Interview transcripts, survey results, and reflections
were coded individually by the researchers to identify
initial emergent themes
 To increase interrater reliability, the researchers then
compared their coded transcripts and collapsed the
codes into 24 categorical themes

9. Major Emergent Themes
 “Top 5” Based on Frequency:
1. Technology
2. Learning experience
3. Classroom connections
4. Engagement
5. Benefits of the assignment
5. Time spent

10. Educational Significance
 Wikis provide a distinct work setting that is conducive
to the emerging presence of globalization in education
 Digital/network/technology/information/media
literacies are critical for teachers
 Classrooms today are nodes in larger global learning
networks
 Wikis can be multimodal, collaborative spaces for
sustained engagement and meaningful learning

11. Questions?
 Dr. Kelly Reffitt, Mercer University.
 Phone: (478) 301-5389
 Email: reffitt_ke@mercer.edu
 Kelly Jones, Mercer University.
 Phone: (478) 301-2175
 Email: jones_kl@mercer.edu
 Susan Thornton, Dublin City Schools.
 Email: susan.thornton@dublincityschools.us

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