Wiki-Based Pedagogy: A Digital Bridge Connecting International and Local Students’ Learning Experiences in an Australian University
Chandana Rathnasiri Hewege and Chamila Roshani Perera
Swinburne University of Technology, Australia
Dushan Chaminda Jayawickrama
University of Sri Jayewardenepura, Sri Lanka
Volume 10: 2015, pp. 155-176; ABSTRACT
This study examined how successfully wikis can foster an effective learning environment for international students in Australian universities. Language difficulties and cultural incompatibilities inhibit collaborative learning among international students resulting in a division between local and international students. Informed by engagement theory, data was collected through a three-phased mixed research method: (1) a critical incident method, (2) a content analysis, and (3) an online survey. Three thematic categories, namely, (1) Learning Through Collaboration, (2) I Am Heard in Wikis, and (3) Resistance to Wikis are found at the early phase of data analysis. The online survey found a positive relationship between wiki engagement and student performance. Further, international students who seem to engage in wikis more than local students do, perceive wikis as an effective tool which facilities their collaborative learning and engagement in meaningful discussions. These findings guide the integration of wikis in higher education and extend the existing theoretical frameworks of wiki-based pedagogies.
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