INVESTIGATING THE ROLES OF THE INSTRUCTOR IN THE DEVELOPMENT OF A COLLABORATIVE LEARNING COMMUNITY THROUGH NETWORKED LEARNING IN A MALAYSIAN CONTEXT

AMELIA ABDULLAH, PHD UNIVERSITI SAINS MALAYSIA

INTRODUCTION
The teaching and learning in Malaysian education 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 networked learning.

Networked learning a learning process carried out through a computer network emphasising the collaboration among the learners and the instructor (Harasim, 1997)

INTRODUCTION
Learners and instructor are vital ingredients in developing 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).

INTRODUCTION
Berge (1995) and Mason (1991) list out 4 major roles an online instructor should encompass : Pedagogical

Managerial
Social and Affective Technical

METHODOLOGY
Qualitative in nature threaded discussion analysis Purposive sampling Employs the interpretive approach focusing on the whole asynchronous online interaction, at the same time dissecting the meaning inside each utterance (Gunawardena et al, 1997) Involving 23 undergrad students and one instructor Respondents participated in a blended learning mode Duration : 13 weeks (1 semester)

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 e. Praising & offering moral support to the students f. Encouraging students to reflect on their learning processes X

DISCUSSION
Qualitative in nature threaded discussion analysis Purposive sampling Employs the interpretive approach focusing on the whole asynchronous online interaction, at the same time dissecting the meaning inside each utterance (Gunawardena et al, 1997) Involving 23 undergrad students and one instructor Respondents participated in a blended learning mode Duration : 13 weeks (1 semester)

FINDINGS
Pedagogical roles Indicators

a. Initiating discussions / new topics b. Posing questions to get students responses

c. Diversifying the activities in the learning process d. Resolving conflicts and dissentions among students e. Offering advice or suggestions

X X

f. Giving explanations
g. Giving feedback

DISCUSSION
The most important role the instructor plays in the community Initiates discussion but lets students take control of their own learning process

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.

FINDINGS
Managerial roles Indicators

a. Preparing the discussion agenda

b. Taking students attendance c. Explaining the rules & regulations of the online community the students have to adhere to d. Monitoring students participation

X
X

e. Evaluating assignments, quizzes & online interaction f. Contributing around 10% to 30% of the online interaction

DISCUSSION

FINDINGS
Technical roles Indicators

a. Assisting students to access the system

b. Giving responses to students queries within 24 48 hours c. Troubleshooting for students

X
X

DISCUSSION

CONCLUSION

CONCLUSION

REFERENCES