Socially Challenged Collaborative Learning of Secondary School Students in Singapore
Using a grounded theory research design, this paper examined the collaborative learning experiences of secondary school students in Singapore. The core phenomenon that emerged was the need for social interactions in collaborative learning, both in classroom and online settings. Educators often take...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2018-02-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | http://www.mdpi.com/2227-7102/8/1/24 |
| _version_ | 1811277928586018816 |
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| author | Christopher Pang Jesslyn Lau Chong Poh Seah Linda Cheong Audrey Low |
| author_facet | Christopher Pang Jesslyn Lau Chong Poh Seah Linda Cheong Audrey Low |
| author_sort | Christopher Pang |
| collection | DOAJ |
| description | Using a grounded theory research design, this paper examined the collaborative learning experiences of secondary school students in Singapore. The core phenomenon that emerged was the need for social interactions in collaborative learning, both in classroom and online settings. Educators often take for granted that effective collaborative learning will occur naturally once students are assigned to work in groups. In examining students’ dissatisfaction when working in groups, this study highlighted the importance of surfacing these hidden assumptions for careful scrutiny. The key factors identified were centered on the need to address social challenges within collaborative learning. These included a pragmatic, results-oriented approach with limited interpersonal engagement used by students that can compromise collaborative learning outcomes. Having a deeper understanding of the challenges that resulted from limited social interactions provides educators with insights when designing classroom and online learning activities. This paper contributes to the understanding of groups’ active learning to inform pedagogical practices for educators engaged in designing better collaborative learning experiences. Educators and curriculum designers need to be aware of the social drawbacks in collaborative learning in order to design a more socially engaging learning environment. |
| first_indexed | 2024-04-13T00:26:39Z |
| format | Article |
| id | doaj.art-5e654464bf73490cbfeeeee00ee6efad |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-04-13T00:26:39Z |
| publishDate | 2018-02-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-5e654464bf73490cbfeeeee00ee6efad2022-12-22T03:10:36ZengMDPI AGEducation Sciences2227-71022018-02-01812410.3390/educsci8010024educsci8010024Socially Challenged Collaborative Learning of Secondary School Students in SingaporeChristopher Pang0Jesslyn Lau1Chong Poh Seah2Linda Cheong3Audrey Low4Senior Lecturer, School of Business Management, Nanyang Polytechnic, Singapore 569830, SingaporeAssociate Lecturer, SIM Global Education, Singapore 599491, SingaporeActing Assistant Director/Capability & Industry Development, Temasek Polytechnic, Singapore 529757, SingaporeVice-Principal, East Coast Primary School, Singapore 469031, SingaporeSenior Lecturer, Singapore Polytechnic, Singapore 139651, SingaporeUsing a grounded theory research design, this paper examined the collaborative learning experiences of secondary school students in Singapore. The core phenomenon that emerged was the need for social interactions in collaborative learning, both in classroom and online settings. Educators often take for granted that effective collaborative learning will occur naturally once students are assigned to work in groups. In examining students’ dissatisfaction when working in groups, this study highlighted the importance of surfacing these hidden assumptions for careful scrutiny. The key factors identified were centered on the need to address social challenges within collaborative learning. These included a pragmatic, results-oriented approach with limited interpersonal engagement used by students that can compromise collaborative learning outcomes. Having a deeper understanding of the challenges that resulted from limited social interactions provides educators with insights when designing classroom and online learning activities. This paper contributes to the understanding of groups’ active learning to inform pedagogical practices for educators engaged in designing better collaborative learning experiences. Educators and curriculum designers need to be aware of the social drawbacks in collaborative learning in order to design a more socially engaging learning environment.http://www.mdpi.com/2227-7102/8/1/24collaborative learningcomputer-supported collaborative learningsocial interactionsocial interactivitygrounded theory |
| spellingShingle | Christopher Pang Jesslyn Lau Chong Poh Seah Linda Cheong Audrey Low Socially Challenged Collaborative Learning of Secondary School Students in Singapore Education Sciences collaborative learning computer-supported collaborative learning social interaction social interactivity grounded theory |
| title | Socially Challenged Collaborative Learning of Secondary School Students in Singapore |
| title_full | Socially Challenged Collaborative Learning of Secondary School Students in Singapore |
| title_fullStr | Socially Challenged Collaborative Learning of Secondary School Students in Singapore |
| title_full_unstemmed | Socially Challenged Collaborative Learning of Secondary School Students in Singapore |
| title_short | Socially Challenged Collaborative Learning of Secondary School Students in Singapore |
| title_sort | socially challenged collaborative learning of secondary school students in singapore |
| topic | collaborative learning computer-supported collaborative learning social interaction social interactivity grounded theory |
| url | http://www.mdpi.com/2227-7102/8/1/24 |
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