Can Wiki Be Used to Facilitate Critical Thinking? : A Qualitative Approach


  • Wei Wei Goh Taylor's University



Critical thinking, Web 2.0, Wiki


The main purpose of this study is to investigate the use of wiki for the development of critical thinking skills of students in higher education. This study seeks to explore the learning experiences of students in utilizing wiki to facilitate the development of critical thinking skills. Wiki was introduced to 19 postgraduate students taking the “Studying at Masters Level and Research Methods” module in one of the post-1992 university in the United Kingdom.  They used the designed wiki as a learning tool and their responses towards wiki were explored based on the discussions and interaction in the wiki pages. At the end of the term, questionnaires and a focus group were used to collect their perceptions. The results show that critical thinking happens during the individual construction of knowledge when they reflect on and evaluate information. However, students did not always show their critical and analytical skills in collaborating and discussing in the wiki due to the low level of interaction.

Author Biography

Wei Wei Goh, Taylor's University

Dr Goh Wei Wei completed her Ph.D in the area of e-learning in University of Derby, UK. In 2005, she obtained her MSc Information Technology – Management from University of Technology Malaysia. She earned a Bachelor degree in Computer Sciences from University of Technology Malaysia. Dr Goh is actively involved in research in the areas of Web 2.0 technologies, learning theories and critical thinking skills. She is particularly keen to explore the key factors that impact on the students’ learning experience with regard to Web 2.0 technologies from students’ and tutors’ perspectives. She has been working on online learning technologies research for the past 10 years and has experience of both qualitative and quantitative methodologies. 




How to Cite

Goh, W. W. (2012). Can Wiki Be Used to Facilitate Critical Thinking? : A Qualitative Approach. International Journal of Engineering Pedagogy (iJEP), 2(4), pp. 18–23.