Online Collaborative Learning via Astronomy Online Lab: A Cross-cultural Communicative Experience for Malaysian and UK Students

Puteh, Marlia; Bakar, Shahirah Abu; Mohamad, Ayu Rita; Ramly, Lili Zahra; Sazalli, Nurhasmiza Abu Hasan; Zainon, Othman; Sjarif, Nilam Nur Amir; Hamid, Nurul Shazana Abdul; Lai, Effie Law Chong; Bannister, Nigel

doi:10.13189/ujer.2020.082306

Cited by 4 publications

(3 citation statements)

References 20 publications

(9 reference statements)

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“…Almost all the cross-cultural collaborative learning studies were targeted at more than one research objective. For instance, Puteh and colleagues engaged Malaysian and UK students in an online learning setting with the objective of improving their communication skills and promoting knowledge sharing [72]. The finding indicated that cross-cultural collaborative learning activities are not targeted at one competence.…”

Section: Discussion Of the Main Findingsmentioning

confidence: 99%

Reflecting on the Past to Shape the Future: A Systematic Review on Cross-Cultural Collaborative Learning from 2011 to 2020

2021

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Cross-cultural collaborative learning in different learning domains is the road to the sustainability of economic, social, and environmental development. It creates the appropriate environment to acquire cross-cultural communication and collaboration skills for the 21st century. This study conducted a systematic review of 54 articles on cross-cultural collaborative learning published from 2011 to 2020. Based on the proposed analysis framework, the major elements of cross-cultural collaborative learning are revealed, including learners, group composition, learning environment, cross-cultural learning content, collaborative learning strategies, and research designs. The results indicated that most studies engaged learners at the university level and adopted small group sizes in cross-cultural collaborative learning activities. The online learning environment and social science learning content were widely employed in the past 10 years. Most studies adopted multiple collaborative learning strategies and lasted for 9 to 24 weeks. Most studies targeted mixed research purposes and adopted the qualitative analysis method. The findings and relevant suggestions for future studies are discussed in depth.

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Section: Discussion Of the Main Findingsmentioning

confidence: 99%

Reflecting on the Past to Shape the Future: A Systematic Review on Cross-Cultural Collaborative Learning from 2011 to 2020

2021

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“…Code-switching also plays an important role in achieving a successful communication as it helps to emphasize the key point in a sentence. Puteh et al (2020) concurred that the occurrence of code-switching in Malaysia is a form of strategy to create understanding among interactants by means of the similar discourse. They further illustrated that positive social tone can be harvested via online collaborative activities.…”

Section: Background Of the Studymentioning

confidence: 95%

Why Code-switch on WhatsApp? A Quantitative Analysis of Types and Influences of Code-switching

Roslan¹,

Mahmud²,

Ismail³

2021

ASS

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This paper examines an asynchronous computer-mediated communication (CMC) between bilingual university students in Malaysia, in particular via Whatsapp by appropriating a functional approach in scrutinizing the diverse types and influences for codeswitching (CS). A quantitative methodology was employed wherein a survey was designed and administered to undergraduate students from the Universiti Teknologi MARA (UiTM). A dataset from a total of 90 respondents was collected from five faculties; Academy of Language Studies, Faculty of Law, Faculty of Communication and Media Studies and Faculty of Education. The yielded findings postulate that inter-sentential code-switching was the most used type of code-switching among the respondents and habitual expression is the main factor that influence them to code-switch.

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“…For example, Popov et al (2014) engaged students with individualistic and collectivist backgrounds in paired collaborative learning and found that individualistic students performed better than collectivist students. In addition, several cross-cultural studies focused on students' perception (Lee & Markey, 2014;Lin & Gao, 2020;MacLeod et al, 2017) or a cross-cultural competence (Liu, 2007;Puteh et al, 2020;Su, 2008;Syzenko & Diachkova, 2020). Other studies also focused on the steps to design cross-cultural collaborative learning (Kumi-Yeboah, 2018;Yang et al, 2014).…”

Section: Cross-cultural Collaborative Learningmentioning

confidence: 99%

Idea Improvement and Socially Shared Regulation Matter in Cross-Cultural Online Collaborative Learning

Gyasi

Zheng

2023

Sage Open

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Cross-cultural collaborative learning has been paid more and more attention in recent years. To promote productive cross-cultural collaborative learning, idea generation and improvement, and socially shared regulation is crucial. The study aimed to identify the differences in idea generation and improvement as well as socially shared regulation between high- and low-performance groups in cross-cultural online collaborative learning. In this study, 24 culturally diverse university students composed of eight groups conducted cross-cultural online collaborative learning to solve problems collaboratively. Epistemic network analysis and lag sequential analysis methods were employed to analyze data quantitatively and qualitatively. The results revealed that different strategies shape different learning performances. High-performance groups adopted more cognitive, social, and regulation processes than low-performance groups. The results extend the existing literature by indicating that idea elaboration, refining or building on ideas, and appraisal is strongly connected to new ideas. In addition, transitions from monitoring and controlling to adapting metacognition in collaborative learning activities are the main difference in socially shared regulation between high-performance and low-performance groups. This study shed light on how to engage culturally diverse students to generate and improve ideas as well as jointly regulate collaborative learning.

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Online Collaborative Learning via Astronomy Online Lab: A Cross-cultural Communicative Experience for Malaysian and UK Students

Cited by 4 publications

References 20 publications

Reflecting on the Past to Shape the Future: A Systematic Review on Cross-Cultural Collaborative Learning from 2011 to 2020

Reflecting on the Past to Shape the Future: A Systematic Review on Cross-Cultural Collaborative Learning from 2011 to 2020

Why Code-switch on WhatsApp? A Quantitative Analysis of Types and Influences of Code-switching

Idea Improvement and Socially Shared Regulation Matter in Cross-Cultural Online Collaborative Learning

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