The role of students in the development of a collaborative learning community through networked

Learning: A malaysian perspective

Research output: Contribution to journalArticle

2 Citations (Scopus)

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 languageEnglish
Pages (from-to)347-360
Number of pages14
JournalInternational Journal of Learning
Volume18
Issue number1
Publication statusPublished - 2011

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learning
community
student
private institution
semester
qualitative research
threat
methodology
interaction
interview
education

Keywords

  • Collaborative learning
  • Malaysian
  • Networked learning
  • Online learning
  • Role of Students

ASJC Scopus subject areas

  • Education

Cite this

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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.",
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