Pedagogical significance of wikis: towards gaining effective learning outcomes

Many researchers argue that pedagogies centred on typical face-to-face content delivery methods are not compatible with the learning preferences of the Net-Gens who grow up in constant contact with digital media. Further, 'virtual' learning methods (i.e., Web 2.0-based methods such as wikis, weblogs, and social networks) should be integrated into the usual content delivery methods to achieve the desired learning outcomes of Net-Gens. In this paper we build on the arguments for the versatility of the Web 2.0-based methods in fostering a collaborative learning environment. To do this, we integrated student-generated wikis into an undergraduate International Marketing course and examined subsequent learning outcomes and other pedagogical implications. A qualitative research methodology supported by the NVivo data analysis software was employed. An analysis of the student-generated wikis, the reflections of the students, as well as in-depth interviews with the teaching panel of the course informed the findings of the study. The findings are organised into six themes: (1) Collaborative learning, (2) Independent thinking and shaping it (3) 'Organic' discussions (4) Laggards and leaders in wikis (5) Repetitions causing stagnations and (6) Not everyone on board. These findings are useful in guiding the future use of wikis in higher education and extending the existing theoretical frameworks of wiki pedagogies.