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Title: | Conceptualisation, measurement and preliminary validation of learners’ problem-based learning and peer assessment strategies in a technology-enabled context | Authors: | Shroff, RH Ting, FST Chan, CL Garcia, RCC Tsang, WK Lam, WH |
Issue Date: | 4-May-2023 | Source: | Australasian journal of educational technology, 4 May 2023, v. 39, no. 1, p. 1-18 | 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. | Keywords: | Capacity to collaborate Collaborative problem-based learning Peer assessment Peer feedback usefulness Readiness to engage Task-based interest Technology-enabled |
Publisher: | Australasian Society for Computers in Learning in Tertiary Education | Journal: | Australasian journal of educational technology | ISSN: | 1449-3098 | EISSN: | 1449-5554 | DOI: | 10.14742/ajet.7214 | Rights: | Copyright (c) 2023 Ronnie Homi Shroff, Fridolin Sze Thou Ting, Chi Lok Chan, Raycelle C. C. Garcia, Wing Ki Tsang, Wai Hung Lam 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. 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. |
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