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Abstract

Wikis are widely acknowledged to be capable of promoting team collaboration. However, previous studies have not examined how the characteristics of the wiki media influence team members’ perceived collaboration effectiveness in the educational context. Drawing on media synchronicity theory, we examine five wiki capabilities and whether these capabilities are perceived to be effective in facilitating collaboration. Results based on data from 83 undergraduate students in 15 teams show that reprocessability, no other wiki capabilities, plays a dominant role in securing a more favorable evaluation of collaboration effectiveness by students. The findings and their implications on theory and practice are discussed.

6. Conclusion

The present study examines how effective wikis are perceived in facilitating team collaboration in the IS education and learning context. Building upon the existing literature on wiki use from the educational research perspective, the current study reveals a relatively clear picture of how student teams use wikis to perform a collaborative task and why or why not the wikis help in terms of perceived collaboration effectiveness through the theoretical lens of MST. We empirically examine MST by focusing on wiki as the focus of interest and found preliminary support for differentiated effects of media capabilities on teamcommunicationandcollaboration. Thefindings enableus to develop a more detailed understanding of the causal relationship between wiki reprocessability and perceived collaboration effectiveness. Thus, we can also contribute to the context-specific fit research. In addition, our findings call attention to problems that educatorsmust resolve.Whenwe aremoving towardaneraofonline collaboration and blended learning, wiki technology has great potential in promoting team collaboration; however, challenges and paradoxes coexist with opportunities.