investigating the roles of the instructor in the development of a collaborative learning community...
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7/29/2019 INVESTIGATING THE ROLES OF THE INSTRUCTOR IN THE DEVELOPMENT OF A COLLABORATIVE LEARNING COMMUNITY THROUGH NETWORKED LEARNING IN A MALAYSIAN CONT
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INVESTIGATING THE ROLES OF THE
INSTRUCTOR IN THE DEVELOPMENTOF A COLLABORATIVE LEARNING
COMMUNITY THROUGH NETWORKED
LEARNING IN A MALAYSIAN CONTEXT
AMELIA ABDULLAH, PHD
UNIVERSITI SAINS MALAYSIA
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INTRODUCTION
The teaching and learning in Malaysianeducation system go through vast changes with
the advancement of the technology era.
Development resulted in terms such as e-learning,online learning, cyber education and networkedlearning.
Networked learning a learning process carried
out through a computer network emphasising the
collaboration among the learners and the instructor
(Harasim, 1997)
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INTRODUCTION
Learners and instructor are vital ingredients indeveloping a successful collaborative networked
learning community.
Rapid development of the education system
causes significant changes in the roles the
instructor and the learners.
Instructor has to evolve from being the sage on
the stage to the guide on the side (facilitator).
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INTRODUCTION
Berge (1995) and Mason (1991) list out 4 majorroles an online instructor should encompass :
Pedagogical
Managerial
Social and Affective
Technical
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METHODOLOGY
Employs the interpretive approach focusing on the
whole asynchronous online interaction, at thesame time dissecting the meaning inside each
utterance (Gunawardena et al, 1997)
Qualitative in nature threaded discussion analysis
Purposive sampling
Involving 23 undergrad students and one instructor
Respondents participated in a blended learning mode
Duration : 13 weeks (1 semester)
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FINDINGS
Social and Affective roles
Indicators
a. Welcoming the students to the forum
b. Introducing oneself to the students
c. Discussing other issues apart from the course content
d. Using humour in the interaction X
e. Praising & offering moral support to the students
f. Encouraging students to reflect on their learning
processes
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DISCUSSION
Employs the interpretive approach focusing on the
whole asynchronous online interaction, at thesame time dissecting the meaning inside each
utterance (Gunawardena et al, 1997)
Qualitative in nature threaded discussion analysis
Purposive sampling
Involving 23 undergrad students and one instructor
Respondents participated in a blended learning mode
Duration : 13 weeks (1 semester)
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FINDINGS
Pedagogical roles
Indicatorsa. Initiating discussions / new topics
b. Posing questions to get students responses
c. Diversifying the activities in the learning process X
d. Resolving conflicts and dissentions among students X
e. Offering advice or suggestions f. Giving explanations
g. Giving feedback
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DISCUSSION
Initiates discussion but lets students take control of
their own learning process
The most important role the instructor plays in the
community
Takes on the role of advisor offers suggestions &
advice to students
No indication of the instructor resolving conflicts /
disagreements
Limited activities are carried out. Dominant activity is
question and answer sessions. Diversity is needed.
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FINDINGS
Managerial roles
Indicators
a. Preparing the discussion agenda X
b. Taking students attendance
c. Explaining the rules & regulations of the online
community the students have to adhere to
d. Monitoring students participation X
e. Evaluating assignments, quizzes & online interaction
f. Contributing around 10% to 30% of the online
interaction
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DISCUSSION
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FINDINGS
Technical roles
Indicators
a. Assisting students to access the system X
b. Giving responses to students queries within 24 48hours
c. Troubleshooting for students X
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DISCUSSION
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CONCLUSION
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CONCLUSION
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REFERENCES