Abstract
The Forth Industrial Revolution emphasizes creativity skill in the demand of 21st century learning: requiring learners to be active and responsive. Therefore, this innovation is a switch from the traditional paper-pencil method to digital based learning; aiming to facilitate students in the primary and secondary schools to collaborate and respond actively by exploring effectively a variety of topics and skills through the pictorial module guidelines. Significantly, the integration of listening, speaking, reading, writing, grammar and language arts skills was ignited through fun and creative manners. This study involved 40 primary and 40 secondary participants from Klang, Selangor, Cameron Highlands, Pahang and Ipoh, Perak. The action research data were gathered through pre and post-tests, observations and survey questionnaires. It was evidenced that students were able to collaborate and brainstorm ideas clearly using Coggle. They sustained high level of attention, interest, active participation and engagement throughout the lessons. Observations revealed that students had the ability to expand the digital mind maps from pictures to words, phrases, sentences and paragraphs. It provided technology infused fun learning context which instilled and boosted students’ self-confidence and kindle interest in using English Language communicatively through active knowledge construction. Hence, this innovation can be utilized effectively by educators throughout Malaysia due to its flexible features to enhance English Language learning and teaching.
Highlights
Digital learning in the Fourth Industrial Revolution is an everyday routine experienced by the 21st century learners around the world
This paper aims to investigate the effectiveness of Let’s Collaborate via Coggle modules in enhancing the learning of English Language skills and identify its advantages in encouraging collaborative learning
Its advantages in encouraging collaborative learning (Mandusic & Blaskovic, 2015; Ronald, 2014) among primary and secondary pupils (Sangra & Gonzalez-Sanmamed, 2016; Yarbro et al, 2016) are identified as the students share it via email with peers and teacher for correction, feedback and presentation purposes
Summary
Digital learning in the Fourth Industrial Revolution is an everyday routine experienced by the 21st century learners around the world. Previous researches showed improvement in pupils’ achievement by implementing collaborative learning and digital tools (Allyson, 2015; Ronald, 2014; Sangra & Gonzalez-Sanmamed, 2016). There is a need for research to find on how these collaborative learning through digital tools could retain pupils’ attention while making them active in the classroom. Observing at how these digital learners learn, latest theories of learning with technology have been researched and developed. They were able to make connection between content, peer and teacher
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