The Role of Social Media for Collaborative Learning to Improve Academic Performance of Students and Researchers in Malaysian Higher Education

Al-Rahmi, Waleed Mugahed; Othman, Mohd Shahizan; Yusuf, Lizawati Mi

doi:10.19173/irrodl.v16i4.2326

Cited by 97 publications

(70 citation statements)

References 59 publications

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“…Assessing learners' readiness for computer-supported collaborative learning (CSCL) through the development of a framework measuring motivation for collaborative learning, prospective behaviors for collaborative learning, and online learning aptitude was the focus of one recent study (Xiong, So, & Toh, 2015). The use of social media, Mendeley, and virtual environments have provided additional areas of current research, exploring how students interact, whether student academic performance is improved, and how or whether tools support students in online collaborative learning (Al-Rahmi, Othman & Yusuf, 2015;Khwaja & Eddy, 2015;Vuopala, Hyvönen, & Järvelä, 2016).…”

Section: Collaborative Learningmentioning

confidence: 99%

Care, Communication, Support: Core for Designing Meaningful Online Collaborative Learning

Robinson¹,

Kilgore²,

Warren³

2017

OLJ

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The purpose of this study was to identify emergent themes regarding higher education instructors' perceptions concerning the provision of collaborative learning activities and opportunities in their online classroom. Through semi-structured interviews, instructors described their teaching experiences and reported specifically about the online collaborative opportunities offered in their online classrooms. A multi-phase coding process was used to analyze the information, including the constant comparative coding method for theme and category development. The three main themes that emerged from this study are: the importance of online communication approaches, challenges and supports for online collaborative learning, and online learner support as the core of online learning. In the online classroom, additional factors must be considered in order to develop successful online collaborative learning. Beyond group work, these considerations include additional time and nurturing, scaffolding, instructional design, and understanding students' comfort level with collaborative online work. The findings of this study are discussed, and recommendations are provided for the development and design of meaningful online collaborative learning.

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Section: Collaborative Learningmentioning

confidence: 99%

Care, Communication, Support: Core for Designing Meaningful Online Collaborative Learning

Robinson¹,

Kilgore²,

Warren³

2017

OLJ

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“…Outside class, the instructor provided feedback and supportive messages on the blog. Researchers have agreed that instructors play a critical role in student collaboration (Al-Rahmi et al, 2015;Halic et al, 2010;Matzat & Vrieling, 2016). Dabbagh and Kitsantas (2012) emphasised instructors' use of social media to provide encouragement on self-regulation activities.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, by interacting with others on social media, students' regulation is recognised and supported by fellow group members. Although social media has considerable potential to be used as a tool to enhance students' self-and co-regulation, contributing to positive experiences in collaborative projects, very few empirical studies have been conducted on this subject (Al-Rahmi, Othman, & Yusuf, 2015;Halic et al, 2010;Matzat & Vrieling, 2016;Philip & Nicholls, 2009). In this study, we Australasian Journal of Educational Technology, 2017, 33(4).…”

mentioning

confidence: 99%

Does documenting the regulation process on a blog enhance pre-service teachers’ self- and co-regulation in a collaborative project?

Cho¹,

Lim

Lee³

2017

AJET

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Students often complain about unsatisfactory experiences resulting from disproportionate contributions to collaborative projects. To improve the experience, we applied regulation theory to design a process to document regulation on a blog and examined whether such documentation enhanced students' self-regulation and co-regulation skills while working on a collaborative project. The results indicate that students improved both their self-and coregulation skills significantly and they were highly satisfied with their experiences in the collaborative task. In addition, the content analysis performed on the documented regulation reveals that students engaged in diverse types of regulation processes through social interaction with group members. A discussion of teaching and learning strategies when using a blog in a collaborative task is included in this paper. IntroductionCollaborating with group members is an essential skill that educators have deemed critical to student development in higher education (Summers & Volet, 2010). Successful collaboration occurs through conscious self-regulation as well as co-regulation among group members (DiDonato, 2013;Panadero, Kirschner, Järvelä, Malmberg, & Järvelä, 2015). Individually, students are expected to set goals and monitor and reflect upon their learning processes (Zimmerman, 2011). Collaboratively, group members are expected to share goals, divide roles and responsibly contribute to accomplishing common goals .Often, however, group collaboration ends unhappily due to the lack of self-regulation, which causes freeloading, or co-regulation, which results from unsystematic group reflection (Summers & Volet, 2010). Individual self-regulation and group co-regulation are, therefore, critical for the successful completion of a collaborative project (Hadwin, Järvelä, & Miller, 2011;McCaslin, 2009;Volet, Vauras, & Salonen, 2009).Not every student can skilfully regulate in both modes in a collaborative project (Cho & Lim, 2017;DiDonato, 2013; perhaps because of a lack of experience in collaboration. According to social constructivist theory, students' lack of experience in regulation can be overcome by observing skilful peers' regulation processes (Volet, Summers, & Thurman, 2009;Vygotsky, 1962). In addition, even if students know how to regulate, an absence of social support may discourage them from consistently engaging in high levels of regulation. Recognition and emotional support from group members are important for consistent regulation in collaborative projects (Cho & Cho, 2013).The use of social media is considered a promising method to support both self-regulation and co-regulation processes (Cho & Lim, 2017;Halic, Lee, Paulus, & Spence, 2010;Matzat & Vrieling, 2016;McLoughlin & Lee, 2010; Prestridge, 2014;Tan, Ladyshewsky, & Gardner, 2010). By documenting regulation on social media on a regular basis, students can observe the various ways others regulate their learning and gain the opportunity to reflect upon their own regulation processes, learning and growing as more...

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“…Whereas, several studies, such as [15,16] refers that web 2.0 and social media tools such as blogs and wikis are becoming more authentic sources for information seekers and that online social spaces are widely used platforms for multitask interactions. Studies [17,18] also show that video sharing receive 75% higher share rate while, image updates receive 98% higher engagement rate than other types of online information sharing.…”

Section: Review Of Related Literaturementioning

confidence: 99%

A Study of Social Information Seeking (SIS) among LIS Research Scholars in Pakistan

Khan

2018

Publications

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Abstract:Purpose: There is ample evidence that students and teachers often seek academic information using participatory online social sites (POSS). The purpose of this study is to explore the intent of social information seeking (SIS) among library & information science research students in Pakistan. The study also attempts to examine the relationship between change in information behaviour and information retrieval strategies while seeking information from online social spaces. The influence of online collaboration in the use of social media was also examined. Methodology: Quantitative research method was used to conduct this study. Data was collected from 123 research (MPhil & PhD) students currently enrolled in seven postgraduate library schools in Pakistan. The data was gathered using survey questionnaire (using 5-point Likert scale items), administered both in print format and online through Google Form. SPSS version 19 was used to analyse the data. Findings: Major findings of this study were that there is a strong positive correlation between SIS and change in the overall information behaviour of research students. Majority of participants responded that social websites help in reshaping the information behaviour in a collaborative environment thus contributing to upsurge the SIS practices among research students. The study also found that LIS research scholars in Pakistan prefer to consult interactive websites more than social media spaces for academic information. Gender has been an influencing variable in SIS practices, however, time spent and frequency of using POSS does not affect one's SIS practices. Originality: Social Information helps people to connect with each other and is comparatively a new concept in the field of Information Seeking Behaviour. This is the first study on SIS with respect to LIS research students in Pakistan.

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The Role of Social Media for Collaborative Learning to Improve Academic Performance of Students and Researchers in Malaysian Higher Education

Cited by 97 publications

References 59 publications

Care, Communication, Support: Core for Designing Meaningful Online Collaborative Learning

Care, Communication, Support: Core for Designing Meaningful Online Collaborative Learning

Does documenting the regulation process on a blog enhance pre-service teachers’ self- and co-regulation in a collaborative project?

A Study of Social Information Seeking (SIS) among LIS Research Scholars in Pakistan

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