Conceptualisation, Measurement and Preliminary Validation of Learners' Problem-Based Learning and Peer Assessment Strategies in a Technology-Enabled Context

Autor/inn/en	Shroff, Ronnie Homi; Ting, Fridolin Sze Thou; Chan, Chi Lok; Garcia, Raycelle C. C.; Tsang, Wing Ki; Lam, Wai Hung
Titel	Conceptualisation, Measurement and Preliminary Validation of Learners' Problem-Based Learning and Peer Assessment Strategies in a Technology-Enabled Context
Quelle	In: Australasian Journal of Educational Technology, 39 (2023) 1, S.1-18 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-3098
Schlagwörter	Cooperative Learning; Problem Based Learning; Peer Evaluation; Educational Strategies; Models; Test Construction; Test Validity; Test Reliability; Educational Technology; Undergraduate Students; Student Attitudes; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Problem-based learning; Problemorientiertes Lernen; Lehrstrategie; Analogiemodell; Testaufbau; Testvalidität; Testreliabilität; Unterrichtsmedien; Schülerverhalten; Ausland; Hongkong
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-PBLaPA-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 0.828 to 0.880, 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. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01