Factors influencing perceived usefulness of wikis for group collaborative learning by first year students
DOI:
https://doi.org/10.14742/ajet.967Abstract
This study reports the findings of an investigation of the factors influencing the use and usefulness of wikis in an introductory, undergraduate information systems course. Informed by the media choice, technology acceptance model from information systems research, and group collaborative learning research from the education literature, a survey instrument was developed and administered across the entire course. The study found that wiki use was influenced by the student's prior expertise with wikis, with their perceived usefulness of wikis being strongly influenced by their teachers' attitudes towards the technology, and the ease of access to the wikis. The students' overall attitude towards wikis was largely influenced by the extent to which they saw wikis as helping with their assignment work, and their intention to use wikis in the future was driven by their perception of wiki's usefulness. The paper concludes with an outline of the lessons learned from the study and recommendations for instructors who are thinking of using wikis in their teaching.Downloads
Download data is not yet available.
Metrics
Metrics Loading ...
Downloads
Published
2011-04-24
How to Cite
Guo, Z., & Stevens, K. J. (2011). Factors influencing perceived usefulness of wikis for group collaborative learning by first year students. Australasian Journal of Educational Technology, 27(2). https://doi.org/10.14742/ajet.967
Issue
Section
Articles
License
Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0.
This copyright notice applies to articles published in AJET volumes 36 onwards. Please read about the copyright notices for previous volumes under Journal History.