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Wikis have been used as a platform to support collaborative writing but its effectiveness and the level of students’ participation remain unknown. In this study, regulation theories were used to design interventions. The purpose of this study was to examine the functions of wikis in improving students’ collaborative writing process. From the results of this study, we could conclude that the level of confidence among students has been significantly motivated and the anxiety about writing has been reduced because of the activities in interventions. An analysis on log files have shown that 83% of the students proactively participated in collaborative writing process. Wikis were used as a platform to encourage students to give their voice in writing. Recommendations are suggested for educational developers and instructors to effectively design collaborative writing on wikis.
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In-Text Citation: (Or-Kan, 2018)
To Cite this Article: Or-Kan, S. (2018). Engaging Undergraduates in Wikis and Regulation Activities to Improve Collaborative Writing Process. International Journal of Academic Research in Business and Social Sciences, 8(12), 932–947.
Copyright: © 2018 The Author(s)
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