Please use this identifier to cite or link to this item:
http://hdl.handle.net/10397/105856
DC Field | Value | Language |
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dc.contributor | Department of Applied Mathematics | - |
dc.creator | Shroff, RH | - |
dc.creator | Ting, FST | - |
dc.creator | Chan, CL | - |
dc.creator | Garcia, RCC | - |
dc.creator | Tsang, WK | - |
dc.creator | Lam, WH | - |
dc.date.accessioned | 2024-04-23T04:31:50Z | - |
dc.date.available | 2024-04-23T04:31:50Z | - |
dc.identifier.issn | 1449-3098 | - |
dc.identifier.uri | http://hdl.handle.net/10397/105856 | - |
dc.language.iso | en | en_US |
dc.publisher | Australasian Society for Computers in Learning in Tertiary Education | en_US |
dc.rights | Copyright (c) 2023 Ronnie Homi Shroff, Fridolin Sze Thou Ting, Chi Lok Chan, Raycelle C. C. Garcia, Wing Ki Tsang, Wai Hung Lam | en_US |
dc.rights | Articles published in the Australasian Journal of Educational Technology(AJET) are available under Creative Commons AttributionNon-Commercial No Derivatives Licence (CC BY-NC-ND 4.0) (https://creativecommons.org/licenses/by-nc-nd/4.0/). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0. | en_US |
dc.rights | The following publication Shroff, R. T., Ting, F. S. T., Chan, C. L., Garcia, R. C. C., Tsang, W. K., & Lam, W. H. (2023). Conceptualisation, measurement and preliminary validation oflearners’ problem-based learning and peer assessment strategies in a technology-enabled context. Australasian Journal of Educational Technology,39(1), 1-18 is available at https://doi.org/10.14742/ajet.7214. | en_US |
dc.subject | Capacity to collaborate | en_US |
dc.subject | Collaborative problem-based learning | en_US |
dc.subject | Peer assessment | en_US |
dc.subject | Peer feedback usefulness | en_US |
dc.subject | Readiness to engage | en_US |
dc.subject | Task-based interest | en_US |
dc.subject | Technology-enabled | en_US |
dc.title | Conceptualisation, measurement and preliminary validation of learners’ problem-based learning and peer assessment strategies in a technology-enabled context | en_US |
dc.type | Journal/Magazine Article | en_US |
dc.identifier.spage | 1 | - |
dc.identifier.epage | 18 | - |
dc.identifier.volume | 39 | - |
dc.identifier.issue | 1 | - |
dc.identifier.doi | 10.14742/ajet.7214 | - |
dcterms.abstract | This study attempted to conceptualise and measure learners’ perceptions of their collaborative problem-based learning and peer assessment strategies in a technology-enabled context. Drawing on the extant literature, we integrate collaborative, problem-based and peer assessment learning strategies and propose a new model, the collaborative problem-based learning and peer assessment (Co-PBLa-PA) conceptual framework, which forms the basis of a new psychometrically sound and conceptually based scale, the collaborative problem-based learning and peer assessment strategies inventory (CO-PBLa-PA-SI). The development and validation of the CO-PBLa-PA-SI, based on the methodological and conceptual insights gained from prior research, involved identifying the following four scales: capacity to collaborate, readiness to engage, task-based interest and peer feedback usefulness. An item pool comprising of 16 items was established and verified by two panels of judges using a formalised card sorting procedure. Confirmatory factor analysis was conducted to validate the instrument of a small-scale (N = 164) study. The CO-PBLa-PA-SI scale showed strong construct validity and reliability with a Cronbach’s coefficient alpha ranging from .828 to .880, which suggested strong internal consistency. The resultant instrument is intended as a tool to reliably measure learners’ perceptions of their collaborative problem-based learning and peer assessment strategies in a technology-enabled context. | - |
dcterms.accessRights | open access | en_US |
dcterms.bibliographicCitation | Australasian journal of educational technology, 4 May 2023, v. 39, no. 1, p. 1-18 | - |
dcterms.isPartOf | Australasian journal of educational technology | - |
dcterms.issued | 2023-05-04 | - |
dc.identifier.scopus | 2-s2.0-85159119518 | - |
dc.identifier.eissn | 1449-5554 | - |
dc.description.validate | 202404 bcch | - |
dc.description.oa | Version of Record | en_US |
dc.identifier.FolderNumber | OA_Scopus/WOS | en_US |
dc.description.fundingSource | RGC | en_US |
dc.description.fundingSource | Others | en_US |
dc.description.fundingText | Developing Active Learning Pedagogies and Mobile Applications in University STEM Education; Hong Kong Education Bureau's Quality Education Fund, titled Developing Active Learning Pedagogies and Mobile Applications in Secondary School Mathematics Education; Hong Kong Polytechnic University | en_US |
dc.description.pubStatus | Published | en_US |
dc.description.oaCategory | CC | en_US |
Appears in Collections: | Journal/Magazine Article |
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File | Description | Size | Format | |
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Shroff_Conceptualisation_Measurement_Preliminary.pdf | 557 kB | Adobe PDF | View/Open |
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