An Activity Theory Analysis of Discord-Mediated Online Collaborative Learning Among Malaysian Matriculation Students: A Design-Based Research.
| dc.contributor.author | AWANG NAJIB BIN AWANG MOHAMAD | |
| dc.date.accessioned | 2026-05-08T08:04:53Z | |
| dc.date.issued | 2026 | |
| dc.description | This research examines the effectiveness of Discord-mediated Online Collaborative Learning (OCL) in a Biology matriculation program, focusing on how digital tools and structured pedagogical strategies can help reduce the challenges posed by an accelerated and exam-oriented curriculum. Guided by Activity Theory (AT) and employing a single-case Design-Based Research (DBR) approach, the investigation involved 30 Biology students at a Malaysian matriculation college. Data were collected via focus group interviews, lecturer reflective journals, and online observations over 15 weeks of iterative task cycles. Results indicate that Discord’s channel organization, file-sharing features, and real-time notifications facilitate efficient resource management and flexible interactions. Synchronous discussions fostered immediate feedback and heightened motivation, yet scheduling conflicts and unstable internet connectivity hindered consistent engagement. Asynchronous tasks allowed for deeper reflection but also introduced risks of procrastination and fragmented participation. Group size significantly influenced collaboration: larger groups offered diverse perspectives and workload distribution but faced communication overload and free-riding, whereas smaller groups promoted accountability and cohesion yet sometimes lacked idea diversity. Lecturer–student interactions helped prevent misconceptions and increased task efficiency. However, overly prescriptive instructions such as dictating all discussion topics and pathways restricted student exploration and reduced creativity. Student–student interactions encouraged informal support and peer leadership but off-topic talk and unverified information occasionally undermined productivity. From these findings, seven design principles emerged: (1) align platform features with pedagogical goals, (2) balance synchronous and asynchronous modes, (3) use structured role assignments, (4) adopt calibrated lecturer facilitation, (5) manage group size iv and composition strategically, (6) integrate clear timelines and feedback loops, and (7) promote self-regulated learning practices. The research enriches OCL theory by illustrating how contradictions in an exam-driven environment can drive iterative refinements of digital learning approaches. The findings of this research provide practical implications for Malaysian matriculation colleges by informing lecturers and policymakers on how Discord-mediated OCL can be designed to enhance student engagement, collaboration, and instructional effectiveness within accelerated and exam-oriented curricula. | |
| dc.identifier.uri | https://scholarhub.unimas.my/handle/123456789/679 | |
| dc.language.iso | English | |
| dc.publisher | Universiti Malaysia Sarawak | |
| dc.relation.ispartofseries | Faculty of Cognitive Sciences and Human Development | |
| dc.subject | Education, | |
| dc.title | An Activity Theory Analysis of Discord-Mediated Online Collaborative Learning Among Malaysian Matriculation Students: A Design-Based Research. | |
| dc.type | PhD |