| Summary: | Course Module Management (CMM) in schools is a formalized process of developing
and coordinating teaching materials. Studies have proven that CMM is an essential
feature used to handle course modules among school communities. A collaborative
course module management is used to allow participants to collaborate and manage
course modules via cloud technology that enables teacher interactions, sharing of
course resources and learning from one another. Nowadays, schools do not have
collaborative techniques to manage their course materials. Teachers usually use
individual approaches to coordinate their course modules, and students are lacking of
adequate learning resources to support their activities. This research aims to examine
the current practices of course module management and propose a new collaborative
model using Google's Platform as a Service (PaaS) environment. Raquel's interaction
meta-model for Group, Task and Technology (GTT) contextual factors is adopted as
the central framework of the new model. The Raquel' s interaction meta-model is a
methodology that provides a systematic group structure functioning at higher level
than the mere aggregation of member abilities and characteristics to perform required
piece of works via a technological platform that can support spatial distribution and
temporal patterning of group, task and technology interactivity. The process consists of
the interaction that occurs among the group of users, the tasks being conducted and the
cloud technology which are integrated using Adaptive Structuration Theory (AST),
Coordination Theory (CT) and Task-Technology Interaction Theory (TTIT). The AST
defined how the group interacted with the technology and the effects on the
collaborative processes. The CT elaborated the act of working together harmoniously
to perform and manage tasks to achieve a goal. The TTIT signified how the mediated
groups yield effective task performance through idea generation and cognitive
collaborative tasks that are supported by the technological platform's capability to
deliver the desired goals. By using an empirical approach, the new proposed model is
evaluated using questionnaire survey and four cloud quality of service (QoS) metrics.
The results show that the model has accomplished the metrics of efficiency of 87.0%,
effectiveness of 80.5%, learnability of 87.5% and attractiveness of 86.3%. The
proposed model helps to facilitate a collaborative approach for CMM in schools. It
provides a reliable collaborative platform among the collaborating group, the module
tasks and the technology platform to help the educational community to handle the
CMM difficulties.
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