Investigation on the use of discussions during task performance among Malaysian students from a degree in psychology programme is the objective of this study. The participants selected had completed a product-centred English course which focused on communication at the workplace, academic writing and reading for academic purposes prior to data collection. A group-writing task in the form of producing a memorandum was performed by the participants in this study. Research instruments used to obtain data of the student collaboration were interviews, diary entries and observations. Consequently, benefits and challenges on task performance derived from the use of discussions were obtained. It could be concluded that student collaboration among mixed proficiency students should be monitored closely so that the collaborators regardless of their proficiency could mutually benefit from the sessions.
The aim of this study is to obtain insight on conflict resolution strategies during collaborative writing among students with different personality profiles categorised under Leonard Personality Inventory (LPI) in Malaysia. A case study group consisting of five Diploma in Mass Communication students were observed. The research instruments used were video recordings, interviews, diary entries and observations. The findings in this study showed the use of conflict resolution strategies in reducing conflict in the course of collaboration. Consequently, there were mixed results on the group dynamics. The methods in conflict resolution could be divided into collectivist and individualistic approaches. The former were using humour to diffuse tension, filtering ideas and diverting attention from conflict by voluntary involvement in performing sub-tasks. However, the latter were the leader being abrasive towards group members and the group members ignoring leader's guidance. In addition, it was obvious that some participants behaved according to their personalities consistently while some placed priority on their roles played in the group. It is recommended that self-reflection be encouraged to improve collaboration and guidance on facilitation of groups be provided to group leaders prior to their collaboration.
Investigation on the use of both collaborative writing and Google Classroom during group tasks among Malaysian students from a degree in Graphic Design programme is the objective of this study. The participants selected had completed a product-centred English course which focused on communication at the workplace, academic writing and reading for academic purposes prior to data collection. Group-writing tasks in the form of producing a memorandum, a letter of complaint and an argumentative essay were performed by four case study groups in this study. Research instruments used to obtain data of the student collaboration were interviews, diary entries and observations. Consequently, benefits on task performance derived from student collaboration and the impact of using collaborative writing and editing in a Google Classroom were obtained. The critical incidents observed in the study were an increase of motivation in performing tasks and a decrease of anxiety in receiving feedback from peers. In addition, recommendations on improving collaborative writing and editing ranged from setting a shorter deadline for collaborative work, providing clear roles to participants and providing appropriate guidance in providing feedback. It could be concluded that Google Classroom is an effective application in promoting learning among tertiary-level students when its use is refined.
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