Studying the impact of blended learning that uses the online PBwiki guided by activity theory on LIS students’ knowledge management

Abstract

Purpose

This research paper aims to explore the impact of using wiki activities to support a blended learning course (70 per cent in-class and 30 per cent PBwiki activities) on the knowledge management of library and information science (LIS) students compared to 100 per cent in-class learning.

Design/methodology/approach

In the 2015 academic year, the researcher compared an experimental group (41 students) and a control group (41 students). Instruction of the experimental group was based on combining 2 h (70 per cent) of in-class learning and 1 h (30 per cent) of wiki-based learning activities each week. The control group’s experience was 100 per cent in a physical classroom without the use of a wiki. The researcher used a t-test to compare the means of the control and experimental groups in achievement tests and the students’ attitudes based on principles of activity theory (technological, individual and community levels) at 0.05 alpha levels.

Findings

The principal results of the study are that students in the experimental group perform better than those in the control group on the achievement test, learning tracks and attitudes. Learning tracks analysis shows that students in the experimental group had greater participation in different topics of discussion in the PBwiki than did the control group. The first topic discussed by students in the wiki is related to exam revision, and the second topic is related to the course content.

Originality/value

This research paper is useful for readers, parents, students and schools to explore the effectiveness of PBwiki activities to support blended courses in LIS education.

Citation

Barhoumi, C. (2016), "Studying the impact of blended learning that uses the online PBwiki guided by activity theory on LIS students’ knowledge management", Reference Services Review, Vol. 44 No. 3, pp. 341-361. https://doi.org/10.1108/RSR-09-2015-0040