Posted by & filed under Anxious, anxious attachment, anxious personality, attachment theory, avoidant attachment, avoidant personality, feelings, journal, mosomelt, partner, relationships.

I discovered that I fall under the anxious attachment category, and the person I like is avoidant. It has been a roller coaster ride. I end up fighting with him every few days because of his lack of attention. This has created problems for both of us.

However, I will not give up, and I will work on my insecurities. I don’t believe in giving up just because it is hard to deal with that person. I am to be blamed as well for my insecurities. I am clingy, I like to communicate all the time, and he is the opposite.

I am working on myself.

Posted by & filed under mosomelt, Personal.

Unfortunately, I have not been able to update due to some personal issues. I am working on them and hope to be back soon.


Posted by & filed under abstract, academic, article, collaborative learning, dissertation, draft, education, goals, jigsaw, journal, learning, mobile, mosomelt, PHD, research, Skills, teamwork, template, thesis, Week Two, Writing.

Since I had a bit more time to work, I decided to revise my abstract. The mistakes I made were:

  • Not including the keywords
  • I wrote as “the purpose of this study was to examine” which is wrong unless you are writing for grants, so I changed it to ” This study presents the results of the effects of mobile jigsaw II activities on teamwork competency.”
  • Plus some changes in the structure of the sentences
  • Any suggestions or feedback would be highly appreciated

Revised Abstract

Effects of Mobile Jigsaw II on Teamwork Competency


Teamwork competency is crucial for the 21st-century workforce. The importance of teamwork is repeatedly emphasised in numerous reports both from developed and developing countries. It has been suggested that mobile computer supported collaborative learning could foster teamwork. However, limited studies had examined the effects of mobile computer supported collaborative learning by applying structured collaborative learning strategies such as jigsaw II activities. This study presents the results of the effects of mobile jigsaw II activities on teamwork competency. A quasi-experimental design was employed with a sample of 94 students enrolled in a mandatory ‘Building Career Skills’ (level one) course in the vocational education centre in Sri Lanka. The study found that the experimental group had a higher perception of their communication, decision making and adaptability skills than the two comparison groups, indicating that the intervention would have likely made a difference in three areas: communication, adaptability and decision making. However, the findings did not indicate any differences among the three groups in the leadership, coordination and interpersonal skills dimension. These findings suggest that factors such as mobility, flexibility, instant access, peer feedback and social space may promote teamwork competency and factors such as lack of social interactions, intervention duration, group size, social skills and device distractions may explain some variances in the learning outcomes.

Keywords: Mobile collaborative learning, teamwork, jigsaw II, Quasi-experimental design