Influence of wiki participation on transnational collaboration learning anxiety in middle school students

Abstract

Purpose – The purpose of this paper is to investigate the Wiki and its influence on the anxiety produced during cross-cultural web-based collaborative learning sessions. Design/methodology/approach – In total, 49 high school students participated in transnational collaborative learning and engaged in a one-month Google Wiki activity. A transnational collaborative learning anxiety inventory was used to measure the anxiety of the participants, which included the dimensions of social anxiety, foreign language anxiety, and computer anxiety. In addition, platform usage records were compiled using Google Wiki user records and participation process checklists. Relative data derived from these two items were compared with the questionnaire data. Findings – The results indicated that participants who had experience with Wiki transnational collaborative learning exhibited significantly reduced SA and FLA. Participation process and user records revealed that embedding videos; responding to content created by others; proofreading and editing the content of others; updating layouts; underlining text, changing the font, and color coding; and increasing the number of edits reduced FLA. The number of times edits and responses were produced was correlated with decreases in SA. Originality/value – The causes and effects of transnational collaborative learning have concurrently received attention. However, studies on Wiks and their impact on the anxiety produced during cross-cultural Web-based collaborative learning are limited. Therefore, Google Wiki was used in this study as the medium through which the effects of Wiki participation on anxiety resulting from transnational collaborative learning were explored.

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