COYLE, JAMES E., JR., Ph.D., May 2007 EDUCATIONAL PSYCHOLOGY WIKIS IN THE COLLEGE CLASSROOM: A COMPARATIVE STUDY OF ONLINE AND FACE-TO-FACE GROUP COLLABORATION AT A PRIVATE LIBERAL ARTS UNIVERSITY (260 pp.) Co-Directors of Dissertation: Drew Tiene, Ph.D. Albert L. Ingram, Ph.D. Wikis are Web-based online software programs that allow any user to add, edit, or delete content on a Wiki web page. Because of their relative simplicity and their interactive nature, Wikis are potentially effective tools for online collaborative group work, a type of activity frequently used in online distance education. This study examined online Wiki collaboration compared to more conventional face-to-face group collaboration in higher education. The study participants were juniors and seniors taking a senior-level broadcast communications course. They were divided into two groups, and each group collaborated on writing reports using both conventional face-to-face collaboration methods and collaboration using the Wiki function in Moodle course management software. Following completion of the reports, professional subject matter experts rated the quality of the reports according to specified content and format criteria. The study’s research questions addressed (1) benefits and obstacles experienced in face-to-face collaboration; (2) benefits and obstacles experienced in Wiki-based group collaboration; (3) whether there was a difference between Wiki group collaboration and face-to-face group collaboration in terms of the quality of the final product; and (4) whether there was a difference in students’ experiences of learning and sense of community after Wiki-based collaboration and face-to-face collaboration assignments. Results indicated there was no difference in the quality of reports related to the method of collaboration, suggesting that Wikis are an effective collaboration method; face-to-face collaboration is more efficient in terms of communication among group members and is sometimes preferred because it is familiar; Wiki collaboration allowed students to work at their own pace and to easily see the work of other group members; students adapted Wiki capabilities to their previous methods of group work; and there was not a significant difference in students’ experiences of learning and community between the two methods. Even though the Wiki software provided the capability, participants did not edit one another’s Wiki work unless they had volunteered and were designated by the group to be an editor. Unless they were an editor, individual participants did not feel it was appropriate to change their peers’ work. WIKIS IN THE COLLEGE CLASSROOM: A COMPARATIVE STUDY OF ONLINE AND FACE-TO-FACE GROUP COLLABORATION AT A PRIVATE LIBERAL ARTS UNIVERSITY A dissertation submitted to the Kent State University College and Graduate School of Education, Health, and Human Services in partial fulfillment of the requirements for the degree of Doctor of Philosophy by James E. Coyle, Jr. May, 2007 © Copyright by James E. Coyle, Jr. 2007 All Rights Reserved ii A dissertation written by James E. Coyle, Jr. B.A., University of Michigan, 1968 M.A., University of Michigan, 1970 Ph.D., Kent State University, 2007 Approved by __________________________________, Co-director, Doctoral Dissertation Committee Drew Tiene __________________________________, Co-director, Doctoral Dissertation Committee Albert Ingram __________________________________, Member, Doctoral Dissertation Committee Pamela Luft Accepted by __________________________________, Chairperson, Department of Educational Awilda Hamilton Foundations and Special Services __________________________________, Dean, College and Graduate School of David A. England Education, Health, and Human Services iii ACKNOWLEDGMENTS I am indebted to the many people who have been part of this journey, from Hal and Paul, who almost 20 years ago showed me that good friendships could be built through computer networks, to my oldest son Dave who asked me today if I was finished yet. My thanks to the Education faculty at Kent State University for the knowledge and perspective each of them brought to my classes, and special thanks to Drew Tiene and the other members of my dissertation committee for their insightful questions and suggestions. I am grateful to my faculty colleagues and administrators at Franciscan University of Steubenville for their prayers, support, flexibility and understanding when tasks and time seemed overwhelming. Elsie Luke, my first Chair at Franciscan University, encouraged and supported me with more prayers than I’ll ever know. Support, direction and friendship were provided at critical times by Tom Boomershine and Amelia Cooper as they opened their home and their hearts to me. My friends Gillian and Pam have been constant sources of encouragement, as have been many others. I thank each and every one of you. Without God, my family, and my friends, this work would not have been completed. I especially thank my wife Pat for her unwavering love, support, and patience throughout our life together. Each of our four children has been a different and important part of this process, and with our two grandchildren give us hope for the future. iv TABLE OF CONTENTS Page ACKNOWLEDGMENTS ..............................................................................................iv LIST OF FIGURES........................................................................................................ix LIST OF TABLES ..........................................................................................................x CHAPTER I. INTRODUCTION .....................................................................................................1 Collaborative Learning...........................................................................................2 Web 2.0 .................................................................................................................3 Web 2.0 in Education.............................................................................................4 Wikis: Online Collaboration Tools.........................................................................6 Statement of the Problem .......................................................................................8 Research Questions................................................................................................9 Significance of the Study .......................................................................................9 Definition of Terms..............................................................................................10 II. REVIEW OF THE LITERATURE ..........................................................................13 Introduction .........................................................................................................13 Communication Cultures......................................................................................14 The New Learners................................................................................................16 Education and Technology...................................................................................21 v Hypermedia .........................................................................................................21 The Internet and World Wide Web.......................................................................24 Web 2.0 ...............................................................................................................27 Community and Learning.....................................................................................32 Collaboration and the Construction of Meaningful Knowledge.............................35 Collaborative and Cooperative Learning ..............................................................36 The Five Stages of Group Development ...............................................................45 Cooperative Learning: Students, Teaching, and Assessment.................................47 Constructivism and Group Collaboration Through Technology............................52 Electronic Collaboration.......................................................................................55 Wikis: Online Group Collaboration Tools ............................................................59 Wikis in Education...............................................................................................65 Challenges in Using Wikis in Education...............................................................69 Summary and Conclusion.....................................................................................73 III. RESEARCH METHODOLOGY.............................................................................75 Introduction .........................................................................................................75 Population............................................................................................................75 Wiki Software Used in the Study..........................................................................76 Study Procedure...................................................................................................77 Quality of Assignments........................................................................................86 Learning and Community.....................................................................................87 Data Analysis.......................................................................................................87