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Asynchronous Learning Tools Use In Graduate Study: A Preliminary Survey

Author

Listed:
  • NOR RASHIMAHWATI TARMUCH

    (Universiti Teknologi Mara, Malaysia)

  • HASLINDA MOHAMED

    (Universiti Teknologi Mara, Malaysia)

  • SAIDATUL AKMAR ISMAIL

    (Universiti Teknologi Mara, Malaysia)

Abstract

In this era of Internet and information, communication, technology (ICT) advancement, most novice and expert researchers share their intellectual output virtually. In the beginning, this was done as part of their personal page on departmental websites or blogs. Now, asynchronous tools, which perform as idea management or argumentation channels such as, blogs, wikis, chats, forums, Q&A or FAQ sites, and social networks provide unprecedented opportunities for online engaged communities or organizations to express a discourse and act at a wide scale. This indicates the researchers’ aspiration for informal learning circles as well as expanding their work cost-effectively. By creating informal online learning through collective intelligence, it means organizing the random posting of these scholarly communications and interactions into well structured, secured and attractive virtual spaces. The expected benefit of this informal online learning is included as a supplement to the consultation and supervisory process, provides institutional visibility and prestige and also to serve as a basis for a new model of consultation and supervisory communication. Understanding how and why researchers engage in these kinds of activities is important for developing better new tools for the research going forward. Based on the findings of an online pilot survey with 39 respondents (i.e. postgraduate students), this study endeavours (1) to ascertain the validity and reliability of the questions in the full study questionnaire; (2) to identify preliminary understanding of the use of asynchronous informal learning tools among the postgraduate students.

Suggested Citation

  • Nor Rashimahwati Tarmuch & Haslinda Mohamed & Saidatul Akmar Ismail, 2015. "Asynchronous Learning Tools Use In Graduate Study: A Preliminary Survey," International Journal of Humanities, Arts and Social Sciences, Dr. Mohammad Hamad Al-khresheh, vol. 1(1), pages 13-18.
    • Handle: RePEc:apa:ijhass:2015:p:13-18
    DOI: 10.20469/ijhss.20003
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    References listed on IDEAS

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    1. Keith Duncan & Amy Kenworthy & Ray McNamara, 2012. "The Effect of Synchronous and Asynchronous Participation on Students' Performance in Online Accounting Courses," Accounting Education, Taylor & Francis Journals, vol. 21(4), pages 431-449, February.
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    Cited by:

    1. Jittima Thisuwan & Kanjanawadee Prasittisa & Parama Kwangmuang, 2017. "The Framework Of Learning Innovation To Enhance Knowledge Construction And Scientific Thinking For Students In Basic Education," International Journal of Applied and Physical Sciences, Dr K.Vivehananthan, vol. 3(3), pages 68-74.
    2. Sweety Viral Naik & Kumar Laxman, 2017. "A study on the design/development time of e-learning projects in New Zealand," Journal of Advances in Humanities and Social Sciences, Dr. Yi-Hsing Hsieh, vol. 3(1), pages 1-9.
    3. Hector L. Lavilles Jr & Ava Clare Marie O. Robles, 2017. "Teachers’ soft skills proficiency level and school performance of selected schools in Sultan Kudarat Division," Journal of Advances in Humanities and Social Sciences, Dr. Yi-Hsing Hsieh, vol. 3(1), pages 10-28.
    4. Sirous Tabrizi & Mohammad Kabirnejat, 2017. "Smart school: A comparative research between two Islamic countries, Malaysia and Iran," Journal of Advances in Humanities and Social Sciences, Dr. Yi-Hsing Hsieh, vol. 3(1), pages 58-68.

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