Exploring Learning Outcomes of Wikipedia-Based Assignments in an International Setting: A Case From an Undergraduate Public Administration Course in Taiwan

Abstract

Wikipedia-based assignments have been adopted successfully in classrooms to improve learning outcomes. However, although this teaching method has been adopted regularly in Western higher education settings, more is needed in an international learning environment. Therefore, this research investigates how employing technology-mediated student-generated Wikipedia content can enhance learning outcomes in an international setting. This study adopted Wikipedia’s online user-generated content platform to create student-generated content in introductory Public Administration classes. We conducted quantitative and qualitative analyses to assess whether a Wikipedia writing assignment increased learning outcomes. Through pre-and post-surveys, students reported increased awareness of their English writing ability, knowledge of Wikipedia content writing, and knowledge of Wikipedia content writing. The study recommends adopting Wikipedia for introductory courses, especially relevant for courses taught in an international environment where English is the language of tuition. Nonetheless, instructors should act as active facilitators in group work, aid students in finding and shaping project topics, and narrow the project scope to ensure that it remains educational within the taught context. Furthermore, it is recommended to have a reasonable project length, design cross-group interactions, and include peer review and technical support in designing the project.