Abstract
This study explores the effectiveness of wikis in a teaching course in teacher formation and its pedagogical implications with the aim of determining whether wikis will influence the learning experiences and the learning out-comes of the students in a middle-income, post-communist country as Albania. 
 For this, we implemented student-generated wikis into a master’s course on teaching and examined student reflections on their learning outcomes and other pedagogical effects. A mixed method methodology was employed. The findings of the study were informed by triangulating data from the analysis of the student-generated wikis, students’ reflections on the experience, as well as a comparison of the learning outcomes based on the exit exams of this group of students and the group of the prior academic year.
 Our data suggest that wikis help support collaborative learning, but at the same time they also encourage independent thinking. Teachers’ authority is minimized, empowering students’ ownership and authorship, leading to a continuous process of modification and improvement through interactions among group members via wikis. 
 The data present compelling evidence in favor of wikis, as an organic tool to facilitate co-constructed learning which students seem to enjoy.
Highlights
This paper expands on wiki use, reviews current literature on wiki usability in education
We go on to focus on the learning implications of integrating wikis into the curriculum in higher education and its possible pedagogical implications for higher education
Our focus was in exploring possible pedagogical implications from the use of wikis
Summary
This paper expands on wiki use, reviews current literature on wiki usability in education. We go on to focus on the learning implications of integrating wikis into the curriculum in higher education and its possible pedagogical implications for higher education. Wikis were integrated into an existing course on Learning theories and practices. Having access to a range of sources beyond the classroom, students nowadays can and do use widely available information to acquire knowledge from. This is at the same time a significant teaching and learning challenge and a great opportunity related to fostering an interactive learning which is focused on the needs of the learners, rather iJET ‒ Vol 16, No 24, 2021
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