Processes of Collaborative Construction of Ideas in Primary Five Story Writing Using Online Learning

• Main Author: Ng, Siaw Hai
• Format: Thesis
• Language: English
• Published: UNIVERSITI MALAYSIA SARAWAK 2021
• Subjects: B Philosophy (General); L Education (General); LB1501 Primary Education; T Technology (General)
• Online Access: http://ir.unimas.my/id/eprint/36616/8/Ng%20Siaw%20Hai.pdf; http://ir.unimas.my/id/eprint/36616/

This main objective of this study was to investigate the collaborative idea construction processes in primary five English story writing using an online learning platform called Frog VLE. The specific research objectives were to (1) identify the steps in collaborative idea construction, (2) identify the sub-processes and processes in collaborative idea construction, (3) identify the cycles in collaborative idea construction, (4) determine the types and roles of pupils in collaborative idea construction, and (5) construct a collaborative idea construction model. To fill the two theoretical gaps found in the existing knowledge construction literatures, this study was specifically conducted in four rural area primary schools Bau, Sarawak involving sixty-three eleven-year-old pupils to seek for new insight. This study adopted the research strategy grounded theory and three techniques non-participant observation, task assignment, and interviews to collect data. Findings revealed that there were seventy-six steps, thirty-five subprocesses, and twenty-three processes in collaborative idea construction. Furthermore, the results showed there were a pre-cycle Task Distribution and four cycles Information Gathering, Idea Formation, Idea Revision, and Idea Finalisation in collaborative idea construction. Finally, the findings showed there were three types of pupils More Knowledgeable Peer, Peer Assistant, and Dependent Pupil and they took different roles in collaborative idea construction. Even though they went through the same cycles in collaborative idea construction, yet their idea construction processes were different. This study is crucial for language teachers, ministry of education, researchers, and Frog VLE developers for pedagogy, curriculum development, future research, and learning platform enhancement.