Web 2.0 is one of the powerful technological tools characterizing and shaping our society. It has the capacity to provide non-professionals with opportunities to create web based content (O’Reilly, 2005). This feature of Web 2.0 tools contributes to teaching and learning processes in education also. Virtual presence of students comes real by use of web-based platforms like blogs and wikis.  According to the results of the report about the use of educational technology in the U.S. public schools in 2009(Grey, Thomas, & Lewis 2010), approximately 40 percent of the teachers stated they use wikis or blogs for educational purposes at varying frequencies. Higher education is also in the scope of such technologies.   Today many professors at universities trying to integrate different Web 2.0 technologies into teaching-learning processes in their classrooms to meet the needs of 21st Century learners (Deters, Cuthrell, Stapleton; 2010).

The term Web 2.0 has been a popular term among internet users in terms of social interaction. Brandon (2008) refers Web 2.0 as a powerful tool providing users with environment to get socialize and to collaborate. According to Mindel and Verma (2006), Wikis are web based applications allowing uses to get in interaction with other users on creation of a common web -based document.

“Wiki” is a Hawaiian word which means “quick”.  According to Cunningham (2001) wiki is an easy-to-use online tool enabling users edit the content easily and this feature makes the wiki different from other web-based tools. Chu (2009) indicates that because of being easy to use and allowing multi-user editing, wiki facilitates democracy and collaboration among the users, so variety of institutions are trying to benefit from advantages of wikis to improve their performances. Parker and Cho (2007) summarizes advantages of wikis in educational settings as;

• Wikis supports computer supported collaborative learning,
• Collaboration becomes more powerful with wikis by creating communities of practice,
• Wikis provides educational environments to elaborate reflective learning, and
• Wikis allows learners to built learning resources collaboratively.

Wikis will be in the focus of this paper in terms of its capabilities to provide web-based environments enabling students to work in collaboration. Leuf and Cuningham (2001) define the Wiki as a collaborative tool allowing users to work on a web based document remotely. Similarly, Ben-Zyi highlights focus wikis’ useful and powerful features to elaborate collaborative atmosphere among users (2007) and he summarizes these features as (1) wikis are cost effective tools, so they do not bring extra expenses, (2) wikis are unsophisticated, so users do not need to complex computer skills to create wiki pages, and (3) wikis provide users with a web content which is relatively easy, open access to that web based content, and a free collaboration environment.

The goal of the study is to present briefly a case in which wiki have been used as an instructional collaboration tool and to demonstrate how wiki can facilitate the collaboration among pre-service computer teachers. To explore effectiveness of wiki-based collaboration among students, a wiki-based project was designed in a 14-week course. Students worked in collaboration to develop wiki pages about the subjects defined by the instructor. At the end of the semester, their opinions about online wiki based collaboration were investigated with qualitative research techniques.

The study aims to investigate the effect of wikis on the collaboration habits among undergraduate students by examining their perception of comfort. In the light of this aim, the research question of the study is “What are the perceptions of students about wiki based collaboration in terms of”;

• communication with group members,
• using wiki as a cognitive tool,
• quality of the final project,
• challenges in collaborative project development.

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