Roles of Students
Investigating the Roles of Students in the Development of a Collaborative Learning Community through Networked Learning: A Malaysian Perspective
Amelia Abdullah, Abdul Rashid Mohamed
Universiti Sains Malaysia, Penang, Malaysia. amelia@usm.my This paper is made possible by the E-learning Project for Life Grant.
Abstract
This study explores roles of students in the development of a collaborative learning community through networked learning. The respondents for this multicase, single site case study involves twenty-three undergraduate TESL students in their ninth semester. These students, undergoing the Introduction to Literature course, are pursuing their degree in a private institution of higher education in a branch campus in Perak. The study also comprises an instructor (tutor) as a respondent. This study employs the qualitative method as the research methodology. The instruments used in the data gathering process are interaction threads analysis and semi-structured interviews. Data are triangulated to justify the findings. The findings showcases that both students and the instructor play significant roles in developing the collaborative community. The students’ roles are categorised into two types: positive roles and negative roles. The negative roles can be a threat to the sanctity of an online learning community, therefore these roles have to be minimised. On the other hand, the instructor need not be in control all the time as the students should learn to take control of their own learning process. In addition, the instructor should not disappear from the forum completely. She needs to monitor the students’ participation from time to time to make sure that there are no lurkers and everybody contributes in the community. Having said that, there are still room for improvement and measures can be taken by all parties (students, instructor and management) in the future to ensure that a totally conducive asynchronous networked learning
Amelia Abdullah, Abdul Rashid Mohamed
Universiti Sains Malaysia, Penang, Malaysia. amelia@usm.my This paper is made possible by the E-learning Project for Life Grant.
Abstract
This study explores roles of students in the development of a collaborative learning community through networked learning. The respondents for this multicase, single site case study involves twenty-three undergraduate TESL students in their ninth semester. These students, undergoing the Introduction to Literature course, are pursuing their degree in a private institution of higher education in a branch campus in Perak. The study also comprises an instructor (tutor) as a respondent. This study employs the qualitative method as the research methodology. The instruments used in the data gathering process are interaction threads analysis and semi-structured interviews. Data are triangulated to justify the findings. The findings showcases that both students and the instructor play significant roles in developing the collaborative community. The students’ roles are categorised into two types: positive roles and negative roles. The negative roles can be a threat to the sanctity of an online learning community, therefore these roles have to be minimised. On the other hand, the instructor need not be in control all the time as the students should learn to take control of their own learning process. In addition, the instructor should not disappear from the forum completely. She needs to monitor the students’ participation from time to time to make sure that there are no lurkers and everybody contributes in the community. Having said that, there are still room for improvement and measures can be taken by all parties (students, instructor and management) in the future to ensure that a totally conducive asynchronous networked learning