Peer interaction and students' perceptions towards constructivist-collaborative learning environment: Motivation and affective factor

    Research output: Chapter in Book/Conference proceedingConference contributionpeer-review

    5 Citations (Scopus)


    The 21st century marks the beginning of digital age with the extensive use of digital media, mobile devices, and Internet resources. Recent studies found that this digital era has expanded the landscape of student experiences, and educational technologies as well as increased the educator's awareness on embracing technologies to promote effective learning. This has redefined the meaning of effective learning and the approach in motivating students. Therefore, redesigning the learning environments plays an important role in enhancing the students' experiences in the university classrooms. This study employed the mixed methods approach to study peer interaction and student's perception in the constructivist-collaborative learning environment (CCLE) which was designed with the use of multimedia contents and web 2.0 tools. The research study includes conducting factor analysis on the questionnaire response and the qualitative analysis on students' comments. The samples were formed by 300 undergraduate degree students who studied at INTI International University, Malaysia. The discussion addresses the issues of supporting students' need in collaborative learning process that bring impact on student learning. The factor analysis has presented several significant components of student learning. However, the discussion in this paper focuses on one of the identified components, 'motivation and affective factor', and particularly from the dimensions of competence, value, relatedness. This study concluded that it is important to emphasize on the component of 'motivation and affective factor' and the consideration should include a wide range of student's perception. It is believed that this study can contribute to developing more strategies to help the educators, parents, policy makers, or even the students themselves, for fostering and sustaining student motivation and affective factors in student learning process.

    Original languageEnglish
    Title of host publicationProceedings of the 11th International Conference on e-Learning, ICEL 2016
    EditorsRozhan M. Idrus, Nurkhamimi Zainuddin
    PublisherAcademic Conferences Limited
    Number of pages9
    ISBN (Electronic)9781910810910
    Publication statusPublished - 2016
    Event11th International Conference on e-Learning, ICEL 2016 - Kuala Lumpur, Malaysia
    Duration: 2 Jun 20163 Jun 2016

    Publication series

    NameProceedings of the International Conference on e-Learning, ICEL
    ISSN (Print)2048-8882
    ISSN (Electronic)2048-8890


    Conference11th International Conference on e-Learning, ICEL 2016
    CityKuala Lumpur


    • Constructivist-collaborative
    • Motivation
    • Multimedia
    • Student learning
    • Web 2.0 tools

    ASJC Scopus subject areas

    • Computer Science Applications
    • Computer Science (miscellaneous)
    • Information Systems
    • Education


    Dive into the research topics of 'Peer interaction and students' perceptions towards constructivist-collaborative learning environment: Motivation and affective factor'. Together they form a unique fingerprint.

    Cite this