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Open AccessArticle

Socially Challenged Collaborative Learning of Secondary School Students in Singapore

1
Senior Lecturer, School of Business Management, Nanyang Polytechnic, Singapore 569830, Singapore
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Associate Lecturer, SIM Global Education, Singapore 599491, Singapore
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Acting Assistant Director/Capability & Industry Development, Temasek Polytechnic, Singapore 529757, Singapore
4
Vice-Principal, East Coast Primary School, Singapore 469031, Singapore
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Senior Lecturer, Singapore Polytechnic, Singapore 139651, Singapore
*
Author to whom correspondence should be addressed.
Educ. Sci. 2018, 8(1), 24; https://doi.org/10.3390/educsci8010024
Received: 29 September 2017 / Revised: 30 January 2018 / Accepted: 31 January 2018 / Published: 6 February 2018
(This article belongs to the Special Issue Collaborative Learning with Technology—Frontiers and Evidence)
Using a grounded theory research design, this paper examined the collaborative learning experiences of secondary school students in Singapore. The core phenomenon that emerged was the need for social interactions in collaborative learning, both in classroom and online settings. Educators often take for granted that effective collaborative learning will occur naturally once students are assigned to work in groups. In examining students’ dissatisfaction when working in groups, this study highlighted the importance of surfacing these hidden assumptions for careful scrutiny. The key factors identified were centered on the need to address social challenges within collaborative learning. These included a pragmatic, results-oriented approach with limited interpersonal engagement used by students that can compromise collaborative learning outcomes. Having a deeper understanding of the challenges that resulted from limited social interactions provides educators with insights when designing classroom and online learning activities. This paper contributes to the understanding of groups’ active learning to inform pedagogical practices for educators engaged in designing better collaborative learning experiences. Educators and curriculum designers need to be aware of the social drawbacks in collaborative learning in order to design a more socially engaging learning environment. View Full-Text
Keywords: collaborative learning; computer-supported collaborative learning; social interaction; social interactivity; grounded theory collaborative learning; computer-supported collaborative learning; social interaction; social interactivity; grounded theory
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MDPI and ACS Style

Pang, C.; Lau, J.; Seah, C.P.; Cheong, L.; Low, A. Socially Challenged Collaborative Learning of Secondary School Students in Singapore. Educ. Sci. 2018, 8, 24. https://doi.org/10.3390/educsci8010024

AMA Style

Pang C, Lau J, Seah CP, Cheong L, Low A. Socially Challenged Collaborative Learning of Secondary School Students in Singapore. Education Sciences. 2018; 8(1):24. https://doi.org/10.3390/educsci8010024

Chicago/Turabian Style

Pang, Christopher; Lau, Jesslyn; Seah, Chong P.; Cheong, Linda; Low, Audrey. 2018. "Socially Challenged Collaborative Learning of Secondary School Students in Singapore" Educ. Sci. 8, no. 1: 24. https://doi.org/10.3390/educsci8010024

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