CCIT Presentation Slide (Nadiyah)

8/17/2019 CCIT Presentation Slide (Nadiyah)

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Perceptions towards the Usage of

Collaborative Learning in Teaching andLearning Processes at Malaysia

Polytechnic.

2 JUNE 2 14 || MONDAY

International Conference on Advances in

Computing, Communication and Information Technology

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offers technical and vocational courses for schoolleavers and certificate holders from polytechnics and

community colleges

produce semi-skilled workers in service, engineering,

and commerce sectors, to meet the demands ofpublic and private sectors


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Malaysian Polytechnic Graduates Employability data

(Source: Graduate Tracer Study, 2012)


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Knowledge

SoftSkills

Attitude

Harvey et al. (2004) and Ahmad et al. (2011)


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I N T E R V I E W

All respondents agreed that ‘soft skills’ was the main factor for

why graduates were unemployed

Feedback collected from industries, shows

that Malaysia polytechnic students do not

meet the levels of competency and working

attitudes expected by them.

(Juen et al., 2010)


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involving INTERPERSONAL and INTRAPERSONAL abilities

to facilitate the performance of control in certain

contexts‘

(Hurell, 2009)

SKILLS, ABILITIES and traits associated WITH PERSONALITY,

ATTITUDE AND BEHAVIOUR, and different from skills in the

form of formal or technical knowledge

(Moss and Tilly, 1996)

Soft skills are particular ABILITIES

that can improve one's employment

performance and career prospects

(Al Mamun, 2011)


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COLLABORATIVE

a learning approach,

which leads to the theory

of constructivism

(Vygotsky, 1978)

has been used as a

learning strategy practiced

worldwide for many years

(Ashton-Hay, 2006)

undergraduatesimprove their academic

performance by

interacting with their

peers

(Chen, 2011)

promotes

development

of Soft Skills(Sancho,

2011)

critical thinking skills,Co-creation of

knowledge and

meaning, Reflection,

Transformative learning

(Jane, 2009)


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Collaborative

SNSs

LMS

Lecturer Students

Embi, 2011

Capdeferro, 2012

Questionnaire


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145 Lecturer

356 Students


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Lecturer

0.870

Student

0.653

Cronbach alpha,

α

indicates that a questionnaire

has high reliability if the

Cronbach alpha is above 0.80

Ghaffar,1999

indicates that a questionnaire

has high reliability if the

Cronbach alpha is above 0.80

indicated that 0.6 is an

acceptable reliability coefficient

for preliminary analysis

Nunnally, 1978


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Yes

79%

No

21%

Implement Collaborative in class

21

13

17

91

0 20 40 60 80 100

Round Robin

Jigsaw

Think Pair Share

Project / Assignment Base

Lecturer Questionnaire


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Yes

66%

No34%

Evaluate CL process

output

only

35%

Output and

contribution

31%

Do not

Assess

anything

34%

Measuring strategy

Lecturer Questionnaire


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Student Questionnaire

Strongly

disagree

6%

Disagree

21%

Agree

63%

Strongly

Agree

10%

Lecturer only evaluate output

Strongly

disagree

6%

Disagree

7%

Agree

40%

Strongly

Agree47%

It is unfair for all members to get the same marks


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most lecturer respondents implemented collaborative learning strategies in their

teaching and learning processes and most preferred a project/assignment based

strategy.

Chiong, 2012 To establish and maintain active collaboration is a challenging task,

due to the lack (or low participation) of other group members to

participate actively in their group work

Wang, 2010 Educators cannot assume that each member makes an equal

contribution to a group work and thus give equal marks to all

members

most students agreed that lecturers only evaluated the output product and gave the

same marks to every member of the group. Most strongly agreed that it was unfair for

all members to get the same marks and that lecturers should give marks based on

student’s individual contribution

Swan, 2006 to encourage students to participate actively within their group’s

work activity

Li, 2011 lecturers had to apply certain instruments to record and monitorstudent discussions and assess student contributions from these

discussions


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Ishan, 2011 Due to the incapability and limitations of LMS, such as in

networking and communications

Hern’ndez,

2012

lecturers used other applications as a replacement for a

built-in discussion forum in LMS

Chen,

2011;

Ajjan,

2008;Sewyn,

2007;

Mason,

2006

However, several studies showed that Social Network

Sites (SNS) enable interaction, collaboration, resource

sharing, active participation, and critical thinking in

educational activities

Ishan, 2012 But simply cannot be successful in meeting the needs of

the students. They can only be used as a supplement inteaching and learning processes


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LMS

SNSs

OnlineProject BasedCollaborative

Learning

Incorporating Cidos with Social Network Sites, in order to

facilitate Online Project Based Collaborative Learning, is

recommended for future research.


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CCIT Presentation Slide (Nadiyah)

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