Abstract This study was conducted to explain the factors influencing wiki-mediated learning by integrating learner characteristics, environmental factors, and the knowledge-building function of teamwork on a wiki platform by using two theoretical tracks from the literature on wiki: adoption continuance and knowledge management in collaborative teams. An online survey (self-report study) was administered to undergraduate students in three sections of an introductory IT concepts class at a northeastern U.S. university. The results indicated that social presence is the most significant factor because it is not only related to both perceived usefulness and team cognitive elaboration but also directly related to perceived learning. Social presence is a construct from the Transactional distance theory and Computer-Mediated Communication that have been previously applied in both theoretical tracks as environmental factors for effective online learning. In theory, by adding relevant learner characteristics constructs, an environmental factor, and team knowledge management constructs in an integrated model of learning in the wiki for collaborative teamwork context, we bridge a major gap in wiki-related research for education. In practice, we conclude that learners in a wiki-based group project environment must perceive presence through social interaction with their teammates, classmates, teaching assistants, and instructors to improve the learning experience and outcome.

中文翻译：

---

维基用于知识整合和学习：三层概念化

摘要 本研究通过整合学习者特征、环境因素和 wiki 平台上团队合作的知识构建功能，通过使用 wiki 文献中的两个理论轨道来解释影响 wiki 中介学习的因素：采用持续性和知识管理在协作团队中。在美国东北部大学的 IT 概念入门课程的三个部分对本科生进行了在线调查（自我报告研究）。结果表明，社会存在是最重要的因素，因为它不仅与感知有用性和团队认知阐述有关，而且与感知学习直接相关。社会存在是来自交易距离理论和计算机中介通信的一种结构，这些理论先前已作为有效在线学习的环境因素应用于这两个理论轨道。从理论上讲，通过在 wiki 的集成学习模型中添加相关的学习者特征结构、环境因素和团队知识管理结构，以实现协作团队合作上下文，我们弥合了 wiki 相关教育研究的重大空白。在实践中，我们得出的结论是，在基于 wiki 的小组项目环境中，学习者必须通过与队友、同学、助教和教师的社交互动来感知存在感，以改善学习体验和成果。通过在 wiki 的集成学习模型中添加相关的学习者特征结构、环境因素和团队知识管理结构，以实现协作式团队合作环境，我们弥合了 wiki 相关教育研究的重大差距。在实践中，我们得出的结论是，在基于 wiki 的小组项目环境中，学习者必须通过与队友、同学、助教和教师的社交互动来感知存在感，以改善学习体验和成果。通过在 wiki 的集成学习模型中添加相关的学习者特征结构、环境因素和团队知识管理结构，以实现协作式团队合作环境，我们弥合了 wiki 相关教育研究的重大差距。在实践中，我们得出的结论是，在基于 wiki 的小组项目环境中，学习者必须通过与队友、同学、助教和教师的社交互动来感知存在感，以改善学习体验和成果。