DEVELOPMENTAL PROGRESSION OF COLLABORATIVE SKILLS IN A BLENDED LEARNING CONTEXT: STUDENTS’ EXPERIENCES OF SELECTED GENERAL EDUCATION COURSE

Abstract

The paper explores the developmental progression of collaborative skills in the context of blended learning, focusing on students' experiences within a Malaysian Private University on a selected General Education (MPU) course. Blended learning, a pedagogical approach integrating traditional face-to-face instruction with online components, is increasingly prevalent in higher education. The unique challenges and opportunities posed by the MPU subjects, designed to integrate general education with specialized knowledge, make collaborative skill development a crucial aspect of blended learning experiences. The study employs a theoretical framework rooted in collaborative learning theories and blended learning models. It investigates students' experiences through qualitative methods, including semi-structured interviews with eight participants. The findings reveal a dynamic and multifaceted developmental journey of collaborative skills. Key themes include increased comfort with virtual collaboration, enhanced communication skills, development of critical thinking and problem-solving, and the establishment of a supportive learning community. The discussion highlights the effectiveness of blended learning in fostering collaborative skills, emphasizing the importance of digital literacy, adaptability, and resilience. The study also underscores the transferability of communication and critical thinking skills to various personal and professional settings. The establishment of a supportive learning community aligns with socio-constructivist principles, positively impacting academic outcomes and overall student well-being. In conclusion, the research contributes valuable insights into the potential of blended learning to not only impart subject-specific knowledge but also foster essential collaborative skills. The implications for instructional design and pedagogical strategies suggest a need for a supportive and inclusive environment in blended learning contexts. As education evolves, this study guides effective teaching practices, recognizing collaborative skills as integral to the learning process in a collaborative and interconnected world.