Wikis continue to be used within technology environments of K-12 and higher education because they offer a collaborative environment for students to produce and receive content in concert with each other or on an individual basis (Kirkham, 2014). These online spaces are typically used as a course management system where students can both receive content from the instructor, as well as generate unique content on their own. Additionally, as wikis are digitally based platforms, that can generate a great amount of data that can be collected, collated, and analyzed. This article seeks to explore the practicality of the use of such big data sets arising from within course wikis from an instructional standpoint, and explores the data that practitioners may wish to capitalize upon so that big data and its associated learning analytics may inform instructional practices.