The integration of M-Learning in a communication skills course for Peer Mentoring Group (PRS) Pengintegrasian M-Pembelajaran dalam kursus kemahiran komunikasi kepada Pembimbing Rakan Sebaya (PRS)
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Communication skills, Guidance and counselling, M-Learning, Peer mentoring group, Technology, Bimbingan dan kaunseling, Kemahiran komunikasi, M-Pembelajaran, Pembimbing rakan sebaya, Teknologi
Abstract
This classroom-based action research study in the Malaysian secondary school context outlines the integrative approach used to incorporate mobile learning (M-Learning) into the delivery of a communication skills course for Peer Mentoring Group (PRS) participants during the Covid-19 pandemic. M-Learning refers to the use of mobile devices for the purpose of delivering educational content or learning experiences. Apps such as WhatsApp and Google Forms were harnessed as part of the strategy. Guided by Hendricks’ (2016) action research process, the study incorporated reflection, action, and evaluation phases. Data were qualitatively accrued from course presentation documents, student notebooks, and video recordings, then analysed and presented in a narrative format. This study not only enhanced PRS participants’ verbal and non-verbal communication skills but also provided a unique opportunity for educators to enhance their technology skills in a novel context.
Abstrak
Kajian tindakan berasaskan bilik darjah dalam konteks Sekolah Menengah di Malaysia ini menggariskan pendekatan integrasi untuk melaksanakan M-Pembelajaran bagi menjalankan kursus kemahiran komunikasi kepada Pembimbing Rakan Sebaya (PRS) sewaktu pandemik COVID-19. M-Pembelajaran merujuk kepada penggunaan peranti mudah alih untuk tujuan penyampaian kandungan pendidikan atau pengalaman pembelajaran. Aplikasi seperti WhatsApp dan Google Forms telah digunakan sebagai strategi M-Pembelajaran. Proses kajian tindakan Hendricks (2016) telah diadaptasi dengan merangkumi fasa refleksi, tindakan dan penilaian. Data dikumpulkan secara kualitatif melalui dokumen penyampaian kursus komunikasi, buku catatan murid, dan rakaman video. Kemudian, data tersebut dianalisis dan dipersembahkan secara naratif. Kajian ini bukan sahaja meningkatkan kemahiran komunikasi verbal dan bukan verbal PRS, tetapi juga memberikan peluang kepada guru untuk meningkatkan kemahiran teknologi mereka dalam konteks baharu.
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