Abstract
This paper aims to identify the different roles that students play in the development of a collaborative, networked learning (n-learning) community through an asynchronous environment. The respondents for this case study included twenty-three undergraduate TESL students in their ninth semester. These students, enrolled in the Introduction to Literature course, were pursuing degrees in a private institution of higher education, on a branch campus in Perak. This study employed a qualitative research methodology. The instruments used in the data gathering process included interaction thread analysis and semi-structured interviews. The analysis of the data suggests that the students played significantly different roles in developing the collaborative learning community. The students' roles are categorised into two types: positive and negative roles. The negative roles can be seen as threats to the sanctity of an online learning community; therefore, they must be minimised. In developing a successful n-learning community, students should learn to take control of their own learning by adopting appropriate roles according to the needs of the community. Each student has his or her own significant role to play to ensure that a collaborative n-learning community is successfully developed.
| Original language | English |
|---|---|
| Pages (from-to) | 347-360 |
| Number of pages | 14 |
| Journal | International Journal of Learning |
| Volume | 18 |
| Issue number | 1 |
| Publication status | Published - 2011 |
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Keywords
- Collaborative learning
- Malaysian
- Networked learning
- Online learning
- Role of Students
ASJC Scopus subject areas
- Education
Cite this
The role of students in the development of a collaborative learning community through networked : Learning: A malaysian perspective. / Abdullah, Amelia; Embi, Mohamed Amin; Mohd Nordin, Norizah @ Norazah.
In: International Journal of Learning, Vol. 18, No. 1, 2011, p. 347-360.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - The role of students in the development of a collaborative learning community through networked
T2 - Learning: A malaysian perspective
AU - Abdullah, Amelia
AU - Embi, Mohamed Amin
AU - Mohd Nordin, Norizah @ Norazah
PY - 2011
Y1 - 2011
N2 - This paper aims to identify the different roles that students play in the development of a collaborative, networked learning (n-learning) community through an asynchronous environment. The respondents for this case study included twenty-three undergraduate TESL students in their ninth semester. These students, enrolled in the Introduction to Literature course, were pursuing degrees in a private institution of higher education, on a branch campus in Perak. This study employed a qualitative research methodology. The instruments used in the data gathering process included interaction thread analysis and semi-structured interviews. The analysis of the data suggests that the students played significantly different roles in developing the collaborative learning community. The students' roles are categorised into two types: positive and negative roles. The negative roles can be seen as threats to the sanctity of an online learning community; therefore, they must be minimised. In developing a successful n-learning community, students should learn to take control of their own learning by adopting appropriate roles according to the needs of the community. Each student has his or her own significant role to play to ensure that a collaborative n-learning community is successfully developed.
AB - This paper aims to identify the different roles that students play in the development of a collaborative, networked learning (n-learning) community through an asynchronous environment. The respondents for this case study included twenty-three undergraduate TESL students in their ninth semester. These students, enrolled in the Introduction to Literature course, were pursuing degrees in a private institution of higher education, on a branch campus in Perak. This study employed a qualitative research methodology. The instruments used in the data gathering process included interaction thread analysis and semi-structured interviews. The analysis of the data suggests that the students played significantly different roles in developing the collaborative learning community. The students' roles are categorised into two types: positive and negative roles. The negative roles can be seen as threats to the sanctity of an online learning community; therefore, they must be minimised. In developing a successful n-learning community, students should learn to take control of their own learning by adopting appropriate roles according to the needs of the community. Each student has his or her own significant role to play to ensure that a collaborative n-learning community is successfully developed.
KW - Collaborative learning
KW - Malaysian
KW - Networked learning
KW - Online learning
KW - Role of Students
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UR - http://www.scopus.com/inward/citedby.url?scp=84855806915&partnerID=8YFLogxK
M3 - Article
VL - 18
SP - 347
EP - 360
JO - International Journal of Learning
JF - International Journal of Learning
SN - 1447-9494
IS - 1
ER -