Social and cognitive dimensions of collaboration in informal learning spaces: Malaysian social science students’ perspectives

ABSTRACT

The purpose of the present study is to attain a better understanding of Collaborative Learning in Informal Spaces (CLIS) by addressing the nature of learning activities that will trigger socio-cognitive conflicts and the kind of socio-emotional challenges experienced in CLIS. To this end, research was conducted over four weeks where tasks were divided into pre-CLIS, during CLIS session and during CLIS presentation. The data in the form of video-stimulated semi-structured interviews were collected from 20 Year Two Gender Studies students of Monash University Malaysia. Based on the data collected, the students were divided into the Effective Learning Group (ELG) and the Lees Effective Learning Group (LELG). Consequently, the interview data were transcribed and analysed using the framework method as a form of thematic analysis. The results reveal that the LELG students require additional assistance from the lecturers and peers to overcome the pre-CLIS learning activities challenges. Further, ELG students are better at coordinating team members’ understandings leading to mutually shared cognition. Worthy of note is that the LELG students need to accept the fact that in collaborative learning, a socio-emotional atmosphere is strongly present and they have to learn to regulate the conflict rather than avoiding it.

KEYWORDS:

• Collaborative learning
• informal learning spaces
• social science students
• group learning
• learning activities

Acknowledgement

This study was funded by the Monash University Malaysia Learning and Teaching Research Grant 2018: Grant number E/EE/LTG_11/2018/01

Data availability statement

The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Ethical statement

The data were collected according to the requirements of the National Statement on Ethical Conduct in Human Research and the project was granted approval by the Monash University Human Research Ethics Committee (Project ID: 16953).

Additional information

Funding

This study was funded by the Monash University Malaysia Learning and Teaching Research Grant 2018 [grant number E/EE/LTG_11/2018/01].

Notes on contributors

Chan Chang-Tik

Dr Chan Chang-Tik is a senior lecturer and a coordinator of academic development at Monash University Malaysia. My research interests are in the areas of student-centred teaching and learning, in particular, design and implementation of instructional strategies, blended learning, and educational technologies. I am also interested in the assessment for learning and assessment as learning.ntributors here if the journal requires them.

Joseph N. Goh

Dr. Joseph N. Goh is a Senior Lecturer in Gender Studies at the School of Arts and Social Sciences, Monash University Malaysia. He holds a PhD in gender, sexuality and theology, and his research interests include queer and LGBTI studies, human rights and sexual health issues, diverse theological and religious studies, and qualitative research. Goh is the author of numerous publications, including Doing Church at the Amplify Open and Affirming Conferences (2021), Becoming a Malaysian Trans Man (2020), and Living Out Sexuality and Faith (2018).