Inherent contradictions: Wikis, activity systems, classroom community, and instructional designs for online learning

A qualitative exploratory case study design, this study explored wikis and instructional design for online learning to address the problem of whether tools expected to facilitate classroom community development actually do. Additionally, the study investigated the activity system and contradictions that arise in the use of wikis in online learning. The study was guided by three research questions. The data included survey responses from participants who completed a course in which a wiki was used as the method for collaboration, course journal responses completed by participants during the course, follow-up interviews with participants, and contemporary direct observation and post-context analysis of the instructional context in which the design occurred. Findings from Research Question 1 indicated that a medium to high level of classroom community developed in the selected case. Findings from Research Question 2 indicated the instructional strategy positively influenced the level of classroom community that developed, but that revisions to the division of labor, scheduling of participation, and group composition may need adjustment to further effectuate a positive influence on the development of classroom community. For Research Question 3, findings indicated the activity system developed from the instructional strategy of using wikis in an online collaborative learning context gives rise to contradictions in the use of the wiki technology that centered on the inherent features of the selected wiki technology. The study is significant in that it informs instructional designers of online learning in the selection of wikis as a medium for collaborative instructional strategies to facilitate a strong Sense of Classroom Community in collaborative online learning contexts.