Introduction: Wikis are multiuser platforms that have been used with positive results for learning in higher education. As knowledge artefacts they include both semiotic and material aspects that could potentially be realized through collaborative learning and the assessment of interprofessional and problem based learning using portfolios. Purpose: The aim of the present study is to investigate students’ perceptions of learning through the the collaborative creation and use of wikis. Method: Sixteen students from an interprofessional course module participated in the study. The thesis uses semi-structured interviews with a qualitative phenomenographic approach. Results: The informants’ perceptions of learning through the collaborative creation and use of wikis are described as a four category hierarchy that represents the outcome space: Course task oriented compilation of texts Preparatory exam compendium Representative knowledge artefact Knowledge artefact for future professional practice Conclusion: Students’ different perceptions of learning through the collaborative creation and use of wikis as presented as the outcome space can be understood as variations of how they perceive the resulting product, the process involved and the orientation of the wiki work, from a surface and task oriented work to deeper contextual learning. Well designed, wiki support problem based learning and assessment using portfolios as well as interprofessional learning for future professional practice.