Examining students’ perceived reasoning skills in wiki-based PBL internship courses

Abstract

This study aimed to investigate whether web-based problem-based learning (PBL) implemented using wiki applications (wikis) would result in differences in undergraduate students’ relationship commitment, interpersonal trust, knowledge-sharing behaviour (KSB) and reasoning skills in healthcare courses. Wikis have some features (e.g., extensive editing, version preservation and multi-user content editors) that are useful for enhancing collaborative learning, knowledge co-creation and authentic problem-solving in the PBL context. A quasi-experimental design was adopted to execute this survey. A total of 185 students were separated into either an experimental group (EG) with wikis or a control group (CG) without wikis, according to their PBL activities. Independent t tests showed a significant difference in four variables between the EG and the CG. The EG students exhibited a statistically significantly higher degree of relationship commitment, interpersonal trust, KSB and reasoning skills than the CG students. The conclusion of the results can provide beneficial information on students’ PBL experiences for instructors who aim to redesign their course materials and improve their higher education teaching methods. The research findings thus enrich the literature on healthcare education by addressing the influence of wikis on students’ PBL effectiveness, which is an under-researched area. Implications for practice or policy: Wikis’ collaborative authoring function can encourage collaboration. • Using a wiki-based PBL approach can enhance students’ trust and commitment. • Using a wiki-based PBL approach can facilitate students’ KSB. • Using a wiki-based PBL approach can enhance students’ reasoning skills. • Using a collaborative learning method can complement wiki-based PBL approach.