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Learning and Teaching with Wiki Technology Research Paper

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Updated: Jun 19th, 2019


Wiki refers to a website that permits its users to introduce, adjust, or remove its content through a web browser normally applying a rich-text editor or an uncomplicated markup language. The Wiki software, which is generated collaboratively, powers the wikis (Parker, & Chao, 2007).

Wikis offer numerous different functions, for instance, note taking and information administration. Wikis could be society websites in addition to intranets, for instance. Some allow control of various roles (levels of admittance). The developer of WikiWikiWeb (the initial wiki software), Ward Cunningham, originally expressed it as the easiest online database that would perhaps work (Parker, & Chao, 2007).

Wiki is a Hawaiian term denoting quick. Adulthood learning touches on all key features of adult education (Marcoux, & Loertscher, 2009). It includes topics like contribution, adult education theories, attributes of adult students, and the association between education and advancement in adulthood (Merriam, 2008, pp. 93-94).

Wikis permit visitors to take part in dialog and distribute information amongst contributors of group projects, or to undertake learning with one another (Marcoux, & Loertscher, 2009). This paper will contrite on the application of wikis and will comprise of a scholarly paper, position paper, teaching method report, observation report and site report.

Scholarly paper

The reputation of wikis has started to draw the attention of instructors, who anticipate that wikis will assist not just communication but as well the joint finding, determining, and distribution of knowledge, which are all necessary properties in a learning context. The present position of the wiki learning reveals a selection of applications for adult learners, mainly in writing tasks, group assignments, and distance learning online.

Wikis are starting to fill a gaping emptiness in existing performances. They permit tremendously rich, flexible teamwork that has positive mental consequences for adult learners. Joint creativity assures to be chief business ability in future years. Adult learning institutions can recommend immense worth to their students by acquainting them with the uncomplicated expertise that makes joint networks achievable.

Today’s adult students will not “just control business advances of the future, but also in numerous cases will run them” (Mindel, & Verma, 2006, p.26). By including wikis into the classroom, teachers can well train students to create innovative applications of joint software instruments.

Among the most remarkable pieces of the study was done in Brazil as well as other places and demonstrates that a noteworthy number of adults (around 10%) study literacy skills devoid of ever being to primary school or even adult literacy classes. They discover these skills in the course of life. There is a view that to place these adults in a literacy class having literacy textbook foremost and then request them to apply literacy skills afterward is to treat them similar to kids (grown-up kids but still kids).

In an applicable form of this, initially the class applies the textbook but progressively a rising quantity of real literacy assignments are taken into the classroom (Mindel, & Verma, 2006). Moreover, there is spending of more and more time on these undertakings instead of on the plain textbook.

The association linking literacy and mind-sets is reciprocal: whereas reading capabilities make some actions feasible and are capable of influencing people to some mind-sets, those same actions and mind-sets make the instances for bettering literacy abilities.

Position paper

Appreciation that adult education is above cognitive practicing, as a multidimensional occurrence, and that it occurs in different contexts has improved our comprehension of the way adults study and thinking of instructional policies that may be used to foster learning in adulthood.

Wikis has much to give to the future of learning and education in adulthood. In the future, the argument of Wiki will go beyond the current version and comprise the international viewpoint of others who have published and written on adult education. The wide perspective of Wiki ought to connect with other theories regarding adult education within this field and has a lot to offer to adulthood learning. Continued study will assist to set up Wiki as a methodical academic discipline (Smith, n.d).

It has now been obvious from the discussions of Wiki that, concentration on sustaining the university education sector, by offering scholarships and giving expert literature, was in threat of ignoring other means of supporting adult learning.

From a dissimilar point of view, there will be the need to discover the insinuations for education in adulthood as a field of learning of the tendency on the way to degree classes in university education for adult educators and learners, and the simultaneous development of provision at diploma and certificate level by non-university institutions.

A number of universities are in recent times creating an Academic Wiki Doctoral plan, and this suggests that there will arise even greater dedication to being involved in moving this further. They will carry on engaging in the Wiki discussions.

Teaching Method Report


In scaffolding, support to help the advancement of the adult learner is provided. Scaffolding is applied in cases where an educator has just a few adult learners. Scaffolds facilitate “adult learner’s capacity to build on earlier knowledge and take up new information” (Parker, & Chao, 2007). With an increase in student’s capacity, scaffolding services from a professional are eliminated slowly by slowly as students become more independent. The advantage of scaffolding is that it is personalized so it can help every learner.


Constructivism is learning where adult learners construct their knowledge and comprehending according to their experiences. This helps adult learners comprehend what to anticipate and the way to choose and process received information. Constructivism is used when teaching “agricultural, vocational, technical learning and other disciplines” (Parker, & Chao, 2007, p.65). The advantage of constructivism is that instead of memorizing, learners have better comprehending and have an ability to think more effectively.

Assignments and Lectures

Lectures pooled with assignments work excellently for adult students. Problem working out assignments, for instance, and papers or assignments that need extra research outside the extent of the class can assist to support additional education and give adults the capacity to relate concepts in various situations. In class condition, short period assignments, which can be conferred in a classroom, is as well a good advance (Merriam, 2008).

Observation Report

The 5-hour study observation in adults, in adult learning using Wiki, “was conducted with 12 fifth grade learners that were assigned to three groups randomly” (Park, Crocker, Nussey, Springate, & Hutchings, 2010, p.318). Two groups obtained a comprehension material and teaching on concept mapping.

The learners had to go through the given materials after which they rectified the mistakes in the map. For the scaffold-fading class, the instruction comprised of the following: (a) study a professional idea map, (b) Fill in the gaps in the professional idea map (with the entire structure), (c) finish the partial professional idea map (with incomplete structure). (d)

Make the idea map using the particular ideas and relation connections, and (e) decide the main ideas and relation connections from the content to create the idea map. After the 5 hours, it was apparent that the map correction classes did well than the other group, because of a structure offered for and a reminder in the text of the map correction class (Park, Crocker, Nussey, Springate, & Hutchings, 2010).

Site Report

Columbia School of Continuing Education offers English for Speakers of Other Languages (ESOL) among other courses by use of Wiki. The use of Wiki in these courses is vital in helping immigrants with not just the attainment of the English language, but also the acclimation progression to the civilization of the United States.

An ordinary difficulty in adult learning using Wiki in the US is the shortage of expert advancement chances for adult teachers. Most adult instructors come from other careers. Thus, they are not excellently trained to manage adult learning concerns (Parker, & Chao, 2007). Most of the opportunities existing, in this field, are just part-time lacking any advantages or permanence, since they are frequently financed by government contributions that may last for just a year or two.


Wiki has proved to be a superb tool in the field of adult learning. Teaching adult learners using Wiki can be either a rewarding practice or a very provoking one relying on the technique one applies. Teachers are expected to gain from the brief summary of some of the main advances to training adult learners.

Creating the adult education approach that suits a given group of adult learners is the task of each teacher (Merriam, Caffarella, & Baumgartner, 2006). Apart from Wiki, other methods can as well be applied to teach adult learners. Lastly, teaching adult students ought to be symbiotic, where both the learner and the teacher benefit from the education experiences. An educator, in this instance, is merely a judge in a choir of adult learners.

Reference List

Marcoux, E., & Loertscher, D. (2009). Achieving Teaching and Learning Excellence with Technology. Teacher Librarian, 37 (2), 14-22.

Merriam, S. B. (2008). Adult learning theory for the twenty-first century. New Directions for Adult & Continuing Education, 1 (119), 93-98.

Merriam, S., Caffarella, R., & Baumgartner, L. (2006). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.

Mindel, J. L., & Verma, S. (2006). Wikis for Teaching and Learning. Communications of AIS, 18, 2-38.

Park, C. L., Crocker, C., Nussey, J., Springate, J., & Hutchings, D. (2010). Evaluation of a Teaching Tool – Wiki – in Online Graduate Education. Journal of Information Systems Education, 21 (3), 313-321.

Parker, K. R., & Chao, J. T. (2007). Wiki as a Teaching tool. Interdisciplinary Journal of Knowledge and Learning Objects, 3, 57-72.

Smith, C. (n.d.). Wikis and Education. Retrieved from <>

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