iGen Digital Learners: Let’s Collaborate via Coggle

The Forth Industrial Revolution emphasizes creativity skill in the demand of 21 st century learning: requiring learners to be active and responsive. There-fore, 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.


Introduction
Digital learning in the Fourth Industrial Revolution is an everyday routine experienced by the 21 st century learners around the world. Surprisingly, the Z-generation in schools has been researched to possess an attention span of only 8 seconds during learning process (Adobe, 2018;Vitro, 2018). Previous researches showed improvement in pupils' achievement by implementing collaborative learning and digital tools (Allyson, 2015;Ronald, 2014;Sangra & Gonzalez-Sanmamed, 2016). However, 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. In this research innovation, learning equivalent theory (Anderson, 2016) and social constructivism (Secore, 2017;Tanggapan, 2018;Topolovcan & Matijevic, 2016) were merged to bring about the ultimate understanding of how they learn in classrooms. Assisted by digital technologies, they were able to make connection between content, peer and teacher.
Therefore, iGen Digital Learners: Let's Collaborate via Coggle is innovated to cater the needs of students' interest, attention, active participation, feedback to rectify errors and present ideas popped up in their minds. Coggle is a collaborative freeware mind-mapping tool that simplifies complex things. It allows real-time brainstorming, unlimited image and link upload, downloads, exports, comments and chats (Coggle, 2018). Based on the given topics and skills, learners searched for relevant content, expanded it by posting descriptions, questions and responses. Peers viewed and evaluated their Coggle diagram. They left opinions and corrective feedback in the message box. The feasible features of Coggle allowed students to insert images, videos, links, texts, comments, share through email and even download to save and print.
English has become a fun and interesting language to be learnt and used by the 21 st century learners (Campbell, 2018). However, they face challenges (Khamkhong, 2018) in responding actively in the target language. Most of the time, they are passive towards learning and reluctant to respond during English lessons. This is due to utilization of unattractive and less effective learning materials. The learning approaches and techniques do not match their learning styles. 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.
The problem stated above was evidenced in three schools in the demographic regions of Klang, Cameron Highlands and Ipoh. Research data revealed that 82.5% children learn better when they help their friends. Passive students become more active through collaborative learning (Tanggapan, 2018;Vitro, 2018) whereby it gives them the chance to be communicative with the material and their friends. Therefore, researchers had innovated Coggle, the collaborative digital mind mapping in learning skills of listening, speaking, reading, writing,  (Anderson, 2016;Vitro, 2018) proved that learners construct and grasp knowledge effectively. The innovation modules maximised students' engage-time within the stipulated period by brainstorming in groups, expanding ideas, responding to questions, making corrections and conducting presentations. The flexible features of Coggle allowed students to insert images, videos, links, and texts by elaborating them into branches of descriptions, questions and responses. They were able to share the completed diagram via email.
Peers and teacher were invited to provide corrective feedback and add on points in the message box. Essentially, student-centred learning takes place with teacher becoming the facilitator, guiding wherever necessary. Researchers believe that involving students in digital learning collaboratively (Adobe, 2018;Secore, 2017;Topolovcan & Matijevic, 2016) enhances their interest, motivation, self-esteem, and belief in their abilities to present confidently. Figure 1 shows learning equivalence theory's cycle of learning interactions between student, teacher and content introduced by Moore (1989). It is stated that the description of educational communications as being made up of student, teacher and content cooperation. In the aim to promote deep and meaningful learning, these possible interactions highly collaborate (Hyeyoung, 2015) to each other. The collaboration is between student-content, student-teacher and teacher-content. Student-content interaction helps student engage in learning by constructing knowledge independently. Teacher and student interaction ensures teacher plays the role as facilitator to foster learning. Teacher and content interaction focuses on how teacher uses the available learning content to instill learning. Brown (1994); Burns & Joyce (1997), states that the skill of speaking involves an interactive process of receiving and processing information which involves producing meaning. Collaborative learning is about two or more people learn or attempt to learn something together. It is about learning the sharing of authority and acceptance of responsibility among the group members for their actions (Amreet, Harun & Wan, 2013;Styati & Latief, 2018). It looks at attaining knowledge socially. Focus is about the importance of common inquiry in learning. It is a process through which learners begin to gain knowledge whereby it is created rather than something that is transmitted from the facilitator or teacher to the learner (Mohamad & Siti 2016). According to Mills & Durden (1992) the collaborative learning strategies which have been carried out lately has been cited that it has been copied by schools overcome ills faced in education. Mills & Durden (1992) supports this idea by stating that students learn more when they are able to converse and work together.

Methodology
This

Procedure
First, the pre-test was conducted among the respondents. Then, the modules of

Findings
The research findings include pre-test and post-test scores, observation of students' work and responses in survey questionnaires.      Katherine et al. (2016) where digital learning promotes group task.
According to Lauren, Jasmine, & Susan (2017) digital connectivity among peers instills active, authentic and anchored learning. In this research, collaborative learning had indirectly path them to present their ideas confidently.
Pupils prefer technology based learning as the presentation session boosts their self confidence to construct knowledge actively (Laura, 2017;Mattar, 2018;Ponciano, 2015). In this way, the effectiveness of learning equivalence theory and social constructivism application in this research had bring about understanding of deep and meaningful learning connecting peer, content and teacher. Importantly, it also sparked students' creativity (Ponciano, 2015) to do self-exploration on desired themes at home as they learn at own interest and pace. They were also able to print it into hardcopies as their evidence. So, it can be used for evaluation by teachers and school administration.
iGen Digital Learners: Let's Collaborate via Coggle promotes easy and free access anytime anywhere and active knowledge constructions among students. It develops their intrinsic and extrinsic motivation (Ponciano, 2015) through rewards and opportunity to select the content with teachers' facilitation (Mandusic & Blaskovic, 2015). The digital mind mapping allowed active collaborative learning thus retains students' attention span while being highly interesting to be used in various topics and skills (Maryam & Ali, 2015). It also integrates content, pedagogy and technology (Anderson, 2016) which guide teachers to facilitate students efficiently by following the modules (Mandusic & Blaskovic, 2015). The findings are in line with Lauren, Jasmine, & Susan (2017) research that innovative and active knowledge construction improves learning connectivity among students, teacher and content.
Policy makers can introduce this innovation as a part of English and ICT syllabus in the Education Blueprint which will indirectly produce tech-savvy generation. According to Calvert (2018) and Ponciano (2015) digital learning resources enhance learners' motivation, excitement, self confidence and self-engagement through collaborative learning (Norizan & Murad, 2014). Though, iGen Digital Learners: Let's Collaborate via Coggle needs internet access and net books to be assessable by all users. Therefore, school administration need to set ways so teachers and students will be able to benefit the innovation. Further research of this innovation would consider in focusing on one main skill by integrating Coggle in textbooks.

Conclusion
Technologies have been proving to play vital roles in human capitalization globally. In education, it has become fundamental to seriously look into usage of digital innovations. This is where iGen Digital Learners: Let's Collaborate via Coggle becomes a stepping stone in the ability to provide paradigm shift in the education system. Researchers strongly belief that iGen Digital Learners: Let's