Purpose: This study aimed to examine whether the use of wiki-systems in healthcare internship courses that adopt a problem-based learning approach may have significant influences on the relationships among students' relationship commitment, knowledge-sharing behavior and perceived problem-based learning performance in the context of higher education. Design/methodology/approach: This study adopted a quasi-experimental approach. Cross-sectional survey data collected from 187 undergraduate students in Taiwan were used for the data analysis procedures. The students in the experimental group used wiki-systems and a set of information and communication technologies as learning tools, while the students in the control group used the same set of information and communication technologies only. The statistical techniques of independent t-tests and component-based structural equation modeling were adopted to examine the research hypotheses. Findings: The results reveal significant differences between the experimental and control groups concerning relationship commitment, knowledge-sharing behavior, independent study and active participation. However, there was no significant difference between the two groups regarding group interaction and reasoning skills. Additionally, all the hypotheses regarding the relationships among constructs were supported. Originality/value: Wiki-systems have unique features that can enhance the effectiveness of problem-based learning activities. This study is among the first to investigate how wiki-systems may affect the effectiveness of problem-based learning processes by investigating the relationships among healthcare students' relationship commitment, knowledge-sharing behavior and perceived problem-based learning performance. The results of this study can advance the current understanding of the effectiveness of wiki-based problem-based learning in the context of healthcare education.
All Science Journal Classification (ASJC) codes