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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