The Pros and Cons of Wikis in Adult Education: Module 3

This Week's Question From Dr. Kang: 
Based on this week's readings and your prevous experience with Wiki (if any), you are to blog about the pros and cons that you think Wiki may bring to enriching adult learners' learning experience.

As is true for all technologies, there are pros and cons to incorporating wikis in Adult Education curricula.  While the practical benefit of ubiquitous, any-time access that is inherit in all web-based tools is also true with wikis, this technology offers adult learners additional pros.  Specifically, Wikis have the unique ability to facilitate a collaborative learning environment, where the learner creates or constructs their own understanding, and in a way that is more democratic than the traditional classroom experience.

PROS...

+ COLLABORATIVE: 

Wikis are an collaborative writing tool where multiple authors can add or edit content.  They differ from blogs and discussion boards in the way that entries are not static,  a given wiki's members can continually update the posting (West & West, 2009).  By design then, a Wiki allows a uniquely collaborative knowledge production experience within a given community of practice.  The distinctive learning that takes places within a community of practice is described by Carter (2011) who writes, "Members...constructed knowledge and contributed to shared ways of knowing through their actions, learning the unique vocabulary, share norms, and common meanings specific to the community" (p.92). Wikis can be particularly effective in combining individual and group knowledge building. They are a practical example of cultural-historical activity theory (CHAT) learning which Fenwich (2008) explains is when, "learning combines collective expansion and innovation with individual expansion in conceptions, interactions, and practices" (p.20).  The wiki learning experience and focus is an interesting shift in our traditional Western, individual-oriented learning focus.  In their discussion of Non-Western perspective on learning, Merriam and Kim (2008) write, "learning is the responsibility of all members of the community because it is through this learning that the community itself can develop"(p. 73).  So, because Wikis allow multiple authors to build and maintain entries on a give topic, they are an ideal tool for collaborative, community-based learning.

+ CONSTUCTIVIST LEARNING

Another benefit of wiki use within adult education venues is that these tools allow a user to be more constructive in their learning. Constructive learning theory holds that a greater understanding is achieved when the student is actively engaged in creating their own learning, particularly via experience and social engagement. Taylor (2006)  defines this concept by explaining, "the constuctivist framework holds that rather than discovering an objective reality (learning knowledge that is separate from the knower), the knower creates (constructs) knowledge through interaction with and reaction to experience, which is also socially mediated" (p. 201).  There is value in such learning described by Lari (2011) where the students, "engage in interaction with the learning materials, and by doing so, they can integrate new ideas and try to make meaning of the new information" (p. 125).  Wiki's, that allow a learner to develop, adjust, and build on their collected knowledge and writings, all with the input and critique of their peers, then provide a particularly effective tool for this constructive learning.

+ DEMOCRATIC: 

Finally, Wiki's, like other Web 2.0 technologies have democratized the creation of knowledge.  This is a topic that I have discussed in other blog/message board entries, because I see this as a unique and particularly power aspect of introducing technology in Adult Learning.  Wikis put the power of knowledge creation, review and synthesis in the hands of the students.  Hazari, North, and Moreland (2009) state, "no longer are users' passive recipients of information...user can add information to the web environment in which they interact with other interested members" (p. 1). This democratization within the traditional educational system begins to realize the vision of critical theorists like Horton, Friere and Foucault.

CONS: 
As always, there are some cons related to wikis use in the classroom that adult educators must consider.

- VALIDITY/RELIABILITY OF INFORMATION:

While the democratization of knowledge creation is generally a good thing, wikis are not subjected to the same institutional rigor that occurs in other forms of academic writing.  There are not necessarily peer reviews or quality assurance programs in place for materials on the web, so Adult Education instructors should advise their students on ensuring the quality of their postings.  This has certainly been a topic of concern related to the larger, public informational sites such as wikipedia.

- COLLECTIVE BIAS

Lari (2011) uses this term when describing some of the issues related to wiki content.  Her point is a valid one. While there is a democratization of knowledge creation in a wiki environment, it is a group effort, so there is the risk that some voices may be drowned out by dominant members. There is also the risk that, as the group composes and edits their work, truly original thinking may be eliminated in an effort to reach consensus thus leading to a "collective bias" (p.123) in the posting.

- PRIVACY:

Wikis have the capability to be password protected and limited to members who are approved for access by the owner.   This feature makes wikis safer in some ways then other social media, like blogs.  Still, they are in the public domain at least as far as their membership extends and therefore have all the privacy risks that instructors must consider when incorporating them into adult learning experiences.  Lari (2011) explains how people may view a wiki and utilize the information found without ever being noticed by the wiki authors.  She calls this a "hidden audience" (p.123) that must be considered when posting to wikis.


CONCLUSION: 
Overall, Wikis add another powerful tool to the arsenal of adult educators seeking to improve the learning experience of the students.  They provide groups of users a convenient tool that allows a more collective/community-based creation and maintenance of thoughts and information.  They encourage a constructive learning experience that builds on experience and social interaction, while placing the power of knowledge creation squarely in the hands of the people.  Still, quality is a concern in any non-reviewed source of information and users should always be particular in their reliance on or contribution to wiki content.  The ability to create one work with many authors is certainly a benefit of wikis, but has the potential downside of creating an environment of collective bias.  Finally, like all web-based tools, privacy is an issue that must be constantly monitored by adult educators.

REFERENCES:

Carter, T. J. (2011). Blogging as Reflective Practice in the Graduate Classroom. In K.P. King & T. D. Cox (Eds.) The Professor's Guide to Taming Technology (pp.89-104). United States of American: Information Age Publishing Inc.

Fenwick, T. (2008). Workplace Learning: Emerging Trends and New Perspectives. New Directions for Adult and Continuing Education, 119(Fall). 71-81. dpi:10.1002/ace_302.

Hazari, S., North, A., Moreland, D. (2009). Investigating the Pedagogical Value of Wiki Technology. Journal of Information Systems Education. 20(2), 187-198.

Lari, P. (2011). The Use of Wikis for Collaboration in Higher Education. In K.P. King & T. D.
Cox (Eds.) The Professor's Guide to Taming Technology (pp.121-133). United States of American: Information Age Publishing Inc.

Merriam, S. B. & Kim, Y.S. (2008). Non-Western Perspectives on Learning and Knowing.  New Directions for Adult and Continuing Education, 119(Fall). 71-81. dpi:10.1002/ace_302.

Taylor, K. (2006). Hoare, C. (Ed.) Autonomy and Self-Directed Learning: A Developmental Journey. Handbook of Adult Development and Learning. pp 196-218.  New York: Oxford University Press.