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

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 …