Wikibooks as Tools for Promoting Constructivist Learning in Higher Education: Findings from a Case Study

The present paper focuses on wiki-related pedagogies in higher education and examines the potential of wikibooks in a blended learning context. A wikibook was integrated as a compulsory class assignment in an undergraduate course in a preschool education department. Twenty seven students participated in the study which investigated (a) the extent of student participation in the wikibook and (b) students' perspectives on the contribution of the wikibook to their learning. In stark contrast to findings reported by other studies, results indicated that the rate of student participation was very high as suggested by indices such as page views, page edits, and number of students involved per page edit. Moreover, the students rated positively wikibooks' contribution to the learning of the course concepts and the active mode of learning required. However, the students also mentioned significant problems with the wikibook activity such as difficulty understanding certain sections and concerns with the validity of their writings. The paper is concluded with a discussion of the findings and implications for further research.