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    Adaptation of Google group for online teaching and learning

    Access Status
    Fulltext not available
    Authors
    Ng, Poh Yen
    Goi, Chai
    Gribble, Susan
    Date
    2008
    Type
    Conference Paper
    
    Metadata
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    Citation
    Ng, P.Y. and Goi, C. and Gribble, S. 2008. Adaptation of Google group for online teaching and learning, in Mark Barrow and Kathryn Sutherland (ed), 31st Annual International HERDSA Conference 2008, Jul 1 2008, pp. 252-260. Rotorua, New Zealand: Higher Education Research and Development Society of Australasia Inc.
    Source Title
    Research and Development in Higher Education Volume 31
    Source Conference
    31st Annual International HERDSA Conference 2008
    Additional URLs
    https://herdsa.org.au/research-and-development-higher-education-vol-31
    ISBN
    0908557736
    School
    Curtin Sarawak
    URI
    http://hdl.handle.net/20.500.11937/17927
    Collection
    • Curtin Research Publications
    Abstract

    The traditional education system in Malaysia has emphasised reading, listening and writing which has produced many students who adopt a more passive approach to involvement in their formal learning processes. Thinking and presentation skills are seldom taught which has compounded students’ attitudes towards active learning in classrooms. In the Malaysian context, most university undergraduates lack the ability to think critically and present persuasive argument. The objective of this study was to examine an alternative teaching and learning method which would create a learning environment for students to be actively engaged in critical thinking. A Google group was implemented into the unit Strategic Management 313, which is offered in School of Business, Curtin University of Technology, Miri campus, as an approach to improved students’ engagement in learning. Through the Google group, there was the avenue to post all notices to students, share some interesting files with them, introduce some interesting Web sites related to strategic management, and conduct a student online discussion forum. Through the online discussion, students were able to foster their self-learning and peer-learning processes.

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