Recently, the educational potential of wiki-environments has been widely discussed (e.g. Ertmer, et. al., 2011; Xiao & Lucking, 2008). In general, the advantages of the wikis are typically described based on positive influence on learning (outcomes or shared processes) and how they are helpful in organizing learning activities. More specifically, wikis may be valuable tools for collaborating on shared documents (Kear, et al., 2010) and have the potential to support students in developing their new skills in conjunction with their peers (Lai & Ng, 2011).

However, despite the various capabilities, the educational use of wikis raises some critical questions. The other side of the coin seems to be that, although wikis may be useful tools for higher education, learners might have difficulties in engaging in shared group processes in wiki-environments. Recently, Kale (2013) found out that some learners feel uncomfortable editing others' ideas in the wikis. Students, especially first year students in higher education, may be rather reluctant changing or commenting upon earlier research (De Wever, 2011).

With regard of learning in wiki-environments, triggering productive collaborative learning may be challenging, as several studies in online learning environments have reported problems regarding unequal participation on shared learning processes (e.g. O’Bannona, Lubkea, & Brittb, 2013). One of the major challenges in applying wikis seems to be how to trigger and maintain productive group processes, which was one of the main questions driving this research. More specifically, the rationale for this study can be found in our earlier findings, indicating that students are often not really collaborating. Instead of working collaboratively, i.e. participating parallelly in the full wiki-environment, students are often working independently on specific pages, i.e. subtasks (cf. task specialization, see Hooper 1992). In this way, specific components of the wiki are developed independently by the partners and are assembled at the end to produce the final product, i.c. the wiki, while educators and learning scientists often want to create learning environments in which students are working together and participate parallelly (see Curtis & Lawson, 2001; Dillenbourg & Schneider, 1995, Henri & Rigault, 1996).

Previous findings have indicated that in order to generate such high-level collaborative activity, specific instructional support is needed (Hämäläinen & Häkkinen, 2010). In line with that, prearranging learning situations in a way that naturally triggers shared problem solving with collaboration scripts (for detailed description of scripts see, Kobbe, et. al., 2007) has been introduced as a one way to bring about productive group processes and shared work. Several studies have reported the positive effects of such scripts (see e.g. the review study by Fischer, et al., 2013).

The main aim of this study is to explore the impact of implementing a collaboration script for a wiki-task in higher education. Scripts are sequencing activities and assigning roles to students towards effective collaborative processes, such as effective use of resources and/or task division. The main aim of the script introduced here is to enhance students’ collaboration (i.e. working together on wiki-pages) and to increase their feelings of shared responsibility for the full task. The following two research questions are put forward:

RQ1: Is there a difference between students’ experiences (with respect to collaboration and responsibility) in the scripted versus control groups?

RQ2: Is there a difference between students’ behavior in the scripted versus non-scripted groups?

It was expected that when responsibility is shared more, students will not only feel more responsible for the full wiki, but they will also show more turn-taking behavior, i.e. taking turns on developing, reviewing, and rewriting of the same wiki-pages, instead of developing, reviewing, and rewriting single pages on their own.

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