DESIGNING STRUCTURED DISCUSSION FORUM FOR ADULT LEARNERS THROUGH E-COLLABORATIVE ENVIRONMENT

IJAEDU- International E-Journal of Advances in Education, Vol. 2, Issue 5, August 2016 DESIGNING STRUCTURED DISCUSSION FORUM FOR ADULT LEARNERS THROUGH E-COLLABORATIVE ENVIRONMENT Mohd Shahril Nizam bin Shaharom1*, Umi Kalsum Mohd Salleh2, Simin Ghavifekr3, and Muhammad Aiman Abdul Halim4 1 Dr., University of Malaya, Malaysia, Dr., University of Malaya, Malaysia, 3 Dr., University of Malaya, Malaysia, 3 Mr., University of Malaya, Malaysia, *Corresponding author 2 Abstract E-collaborative environment is one of the key learning medium based on the potential functions provided in support of the learning process, specifically for the part-time adult learners. Therefore, designing for the best use of structured discussion interactive forum is the key to maximize the learning process with more flexibility. The main purpose of this paper was to develop and evaluate the diskusiMAYA platform, as an interactive forum for adult learners outside of the formal classroom. Using ADIIE Model as the framework for this study, several phases were involved in process of designing the diskusiMAYA platform including analysis phase, design phase, integration phase, implementation phase and evaluation phase. Through the diskusiMAYA platform, the log report for detailed information through field research that can record students’ interaction and learning outcomes were used. Results show that there are several categories of discussions can be considered as the result of the interaction in e-collaborative learning environment through contribution of knowledge in the diskusiMAYA platform including; i) academic, ii) non-academic, iii) in the group, and iv) question and answer. All these discussion types were considered in designing the in diskusiMAYA platform as an effective tool to support the participation of adult learners. In addition, i) the students’ participation through a collaborative process and collaborative stage in e-collaborative environment; ii) the use of ecollaborative environment by students and iii) the relationship between the level of participation at the level of student activity also will be discussed in this paper. Keywords: e- collaborative environment, e-learning, interactive forum, Adult Learning, diskusiMAYA, ADIIE Model. 1. INTRODUCTION Individual development through e-learning from formal to informal education could be achieved through participation in e-learning community. The outcome is not only limited to formal education and non-formal education, but also informal education which could be acquired holistically as an extension of the formal and http://ijaedu.ocerintjournals.org 268 IJAEDU- International E-Journal of Advances in Education, Vol. 2, Issue 5, August 2016 non-formal education (Dib, 1988). According to Wang and Kang (2006), through formal elements and nonformal education will always involve the social presence. It is one of the three domains for online engagement should be understood that in addition to the presence of cognitive and emotive. Learning will occur in e-learning community when the community is able to contribute in skills and proficiency development to meet a course requirement, workplace needs and enhance personal and social life experience through information sharing among community members. Communication and interaction among them is motivated by mutual benefits, commitment, intellectual, demographic similarities, hobbies, experiences or sharing of daily activities. This enables e-learning environment to shape a tool that enables two-way input and output processes in learning among the communities. E-learning is a unique form of education as it saves cost and time. Today the use of e-learning is needed to support activities which are able to provide opportunities for participation among students. It is able to encourage individual to further his/her studies through educational programmes provided. Effective teaching methods and approaches could motivate individual to learn and share experiences outside of the formal learning session. Not all knowledge-based experiences could be shared formally or via exercise because sharing of such knowledge requires continuous maturity in creating and understanding the meaning of knowledge sharing to achieve an established objective (Lieb, 1991; Zaidatun et al., 2008). This research will present information on formal, non-formal and informal learning combined together in the context of learner participation and the use of collaborative learning through an e-learning environment using heutagogy approach. This article summarizes by suggesting several considerations to improve and support innovative development through e-learning and formal learning based on adult learners undergoing part-time university course. 2. STATEMENT OF THE PROBLEM Interaction and collaborative process among learners for knowledge sharing is always needed especially in supporting learning process via web application (Huhns & Singh, 2005). This opportunity for continuous learning is able to encourage learners to further their studies and it does not only bring advantage in knowledge acquirement process, but also in ablity to socialize, interact, discuss and exchange opinions on an information even though they are physically separated in informal learning environment outside of classroom (Kurtus, 2005; Woodall, 2010). Situations in long-distance education in this age of technology require the use of ICT as a facilitating medium (AeU, 2010). However, for a web-based learning to be successful, learners should first strive to acquire as much skills as possible in using computer (Janarthini, 2007). The existence of such experience will ease the learner in furthering his/her studies with high motivation and self-confidence (Knowles, 1975; Lieb, 1991; Fidishun, 2000; Corley, 2008; Zaidatun et al., 2008). Besides abilities in using technology tools as a catalyst for learning, the adult learning principles and strategies should also be taken into consideration. This is because such basic principles outline the differences between adult and children learning (Corley, 2008). The main difference between young adult and adult learners taking their degree is the time constraint, in which it becomes the main problem for adult learners taking part-time university course (Shaw & Giacquinta, 2000). This happen because time allocation for part-time students is divided to other matters which affect their daily lives (NCES, 2007). Through heutagogy approach, flexibility in learning process is crucial where educator provide the sources but the learners design the real course outcome (Hase & Kenyon, 2001). Heutagogy is a self-learning approach which is based on andragogy practice and principles (Blaschke, 2012). In heutagogy approach, learners will examine their own learning process, reach to the process and question the validity of what they had learned. All these processes are based on the belief that educators should design the learning (...truncated)