This paper aims to identify the different roles that students play in the development of a collaborative, networked learning (n-learning) community through an asynchronous environment. The respondents for this case study included twenty-three undergraduate TESL students in their ninth semester. These students, enrolled in the Introduction to Literature course, were pursuing degrees in a private institution of higher education, on a branch campus in Perak. This study employed a qualitative research methodology. The instruments used in the data gathering process included interaction thread analysis and semi-structured interviews. The analysis of the data suggests that the students played significantly different roles in developing the collaborative learning community. The students’ roles are categorised into two types: positive and negative roles. The negative roles can be seen as threats to the sanctity of an online learning community; therefore, they must be minimised. In developing a successful n-learning community, students should learn to take control of their own learning by adopting appropriate roles according to the needs of the community. Each student has his or her own significant role to play to ensure that a collaborative n-learning community is successfully developed.
|Keywords:||Role of Students, Collaborative Learning, Networked Learning, Malaysian, Online Learning|
Lecturer, Faculty of Education, University Sains Malaysia, Penang, Penang, Malaysia
Professor, Faculty of Education, University Kebangsaan Malaysia, Bangi, Selangor, Malaysia
Associate Professor, Department Of Foundation of Educational , Faculty of Education, University Kebangsaan Malaysia, Bangi, Selangor, Malaysia
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