eng Science and Education Publishing American Journal of Educational Research 2327-6150 2016-04-23 4 6 459 471 10.12691/education-4-6-4 EDUCATION2016464 article Chris Astall chris.astall@canterbury.ac.nz 1 Jackie Cowan 1 College of Education, Health and Human Development, University of Canterbury, New Zealand Wikis have potential for facilitating learning in the online environment but studies have identified varying degrees of success. The implementation of a new learning management system at the university provided a context for course instructors to explore the potential of web2.0 tools to facilitate collaborative learning. This research sought to understand teacher education students' experiences of working collaboratively using a wiki as the participatory technological web2.0 tool. The research study involved pre-service education teachers enrolled as either on-campus or distance (flexible) students in a compulsory first year curriculum paper. A quantitative and qualitative methodology was used to determine learner perspectives on working within a collaborative learning space. Working collaboratively using a wiki as a participatory technological tool was new to most pre-service teachers. Results from this study indicated that their experiences towards collaborative learning remained positive despite a number of challenges. Whilst each group's experiences varied, we identified three contributing factors to pre-service teacher's use of wiki as a collaborative learning tool. The student experiences were discussed in relation to the three factors supporting the development of collaborative learning: positive relationships, the role of the course instructor, and the web2.0 technology. http://pubs.sciepub.com/education/4/6/4/education-4-6-4.pdf pre-service teacher collaboration wikis web20 teaching strategies