Facebook and Collaborative Learning: An Empirical Study on Online Assessment

Abstract

 Abstract-Collaborative learning induces participation and involvement amongst learner. However, the distribution of tasks within a collaborative environment may lead to unequal contributions of shared roles and responsibilities due to the common perils in the case of social loafing or domineering learners. Current trends in the area of collaborative learning have established an array of approaches designed to constitute a sense of accountability and relations of constructive interdependence amongst learners. For this study, these two philosophies and concepts have been synthesized to determine the efficacy of online peer assessment within a collaborative learning environment. With the institution of accountability and relations of constructive interdependence amongst learners, it is assumed that the assessment process may diminish and eradicate learners ensuing marks from collective effort, whilst with learners executing their evaluations individually, sense of dominance is dubious to the context. By employing blended learning approach, this study leverages on the integration of technology to determine the viability of Facebook and online peer assessment's integration for an English Critical and Creative Writing class. Research instruments comprised of a survey questionnaire to probe on the learners' attitudes and perceptions towards social loafing, online peer assessment, and collaborative learning environment as well as an online peer assessment designed via Facebook. The results of the study advocate the incorporation of online peer assessment and collaborative learning environment in which learners can benefit from these nifty instructional strategies and substantially enhance students' interest and motivation.

Improving the Students’ Ability In Writing Recount Text Through Collaborative Task Writing on Facebook

“…They concluded that the incorporation of online peer assessment and collaborative learning environment enhance students' interest and motivation. The findings of the previous study conducted by Mahmud and Wong (2018) also acknowledged the findings of the present research which found that the use of collaborative writing on Facebook encouraged students' motivation, attitude, and attention in writing recount text.…”

“…However, the previous study conducted by Mahmud and Wong (2018) did not investigate the teacher's ways in improving the students' ability in writing recount text through collaborative writing on Facebook. Furthermore, Mahmud and Wong (2018) focused on peer assessment's integration for an English Critical and Creative Writing class.…”

“…However, the previous study conducted by Mahmud and Wong (2018) did not investigate the teacher's ways in improving the students' ability in writing recount text through collaborative writing on Facebook. Furthermore, Mahmud and Wong (2018) focused on peer assessment's integration for an English Critical and Creative Writing class. However, this research investigated the teacher's ways in improving the students' ability in writing recount text through collaborative writing on Facebook which seem similar with the steps proposed by Ahmed (2017, p. 149).…”

“…Other writers, a study about the use of collaborative writing on Facebook was also conducted by Mahmud and Wong (2018) entitled "Facebook and Collaborative Learning: An Empirical Study on Online Assessment." They concluded that the incorporation of online peer assessment and collaborative learning environment enhance students' interest and motivation.…”

“…Recently, there has been a lot of discussion about the integration of collaborative writing on Facebook in language classrooms, for examples, previous studies conducted by Ananthan and Said (2019), Bailey and Judd (2018), and Mahmud and Wong (2018). Regarding the previous studies described, it is obvious that collaborative writing on Facebook is effective in improving students' writing skill, interest, and motivation.…”