Conceptualisation, measurement and preliminary validation of learners’ problem-based learning and peer assessment strategies in a technology-enabled context

Ronnie Homi SHROFF; Fridolin Sze Thou TING; Chi Lok CHAN; Raycelle C.C. GARCIA; Wing Ki TSANG; Wai Hung LAM

doi:10.14742/ajet.7214

Conceptualisation, measurement and preliminary validation of learners’ problem-based learning and peer assessment strategies in a technology-enabled context

Ronnie Homi SHROFF^*, Fridolin Sze Thou TING, Chi Lok CHAN, Raycelle C.C. GARCIA, Wing Ki TSANG, Wai Hung LAM

^*Corresponding author for this work

Lingnan University

Research output: Journal Publications › Journal Article (refereed) › peer-review

3 Citations (Scopus)

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.

Original language	English
Pages (from-to)	1-18
Number of pages	18
Journal	Australasian Journal of Educational Technology
Volume	39
Issue number	1
DOIs	https://doi.org/10.14742/ajet.7214
Publication status	Published - 2023

Bibliographical note

Publisher Copyright:
© Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC 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

Funding

This paper is part of a project funded by the University Grants Committee of the Hong Kong Special Administrative Region, titled Developing Active Learning Pedagogies and Mobile Applications in University STEM Education (PolyU2/T&L/16-19); the Hong Kong Education Bureau's Quality Education Fund, titled Developing Active Learning Pedagogies and Mobile Applications in Secondary School Mathematics Education (Project No. 2018/1435); with additional support from the Hong Kong Polytechnic University.

Keywords

capacity to collaborate
collaborative problem-based learning
peer assessment
peer feedback usefulness
readiness to engage
task-based interest
technology-enabled

Access to Document

10.14742/ajet.7214Licence: CC BY-NC-ND

Cite this

@article{fcf2ebf2891d4957a488b1ea41d42ee6,

title = "Conceptualisation, measurement and preliminary validation of learners{\textquoteright} problem-based learning and peer assessment strategies in a technology-enabled context",

abstract = "This study attempted to conceptualise and measure learners{\textquoteright} 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{\textquoteright}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{\textquoteright} 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",

author = "SHROFF, {Ronnie Homi} and TING, {Fridolin Sze Thou} and CHAN, {Chi Lok} and GARCIA, {Raycelle C.C.} and TSANG, {Wing Ki} and LAM, {Wai Hung}",

note = "Publisher Copyright: {\textcopyright} Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC 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",

year = "2023",

doi = "10.14742/ajet.7214",

language = "English",

volume = "39",

pages = "1--18",

journal = "Australasian Journal of Educational Technology",

issn = "1449-3098",

publisher = "Australasian Society for Computers in Learning in Tertiary Education",

number = "1",

}

Conceptualisation, measurement and preliminary validation of learners’ problem-based learning and peer assessment strategies in a technology-enabled context. / SHROFF, Ronnie Homi; TING, Fridolin Sze Thou; CHAN, Chi Lok et al.
In: Australasian Journal of Educational Technology, Vol. 39, No. 1, 2023, p. 1-18.

Research output: Journal Publications › Journal Article (refereed) › peer-review

TY - JOUR

T1 - Conceptualisation, measurement and preliminary validation of learners’ problem-based learning and peer assessment strategies in a technology-enabled context

AU - SHROFF, Ronnie Homi

AU - TING, Fridolin Sze Thou

AU - CHAN, Chi Lok

AU - GARCIA, Raycelle C.C.

AU - TSANG, Wing Ki

AU - LAM, Wai Hung

N1 - Publisher Copyright: © Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC 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

PY - 2023

Y1 - 2023

N2 - 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.

AB - 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.

KW - capacity to collaborate

KW - collaborative problem-based learning

KW - peer assessment

KW - peer feedback usefulness

KW - readiness to engage

KW - task-based interest

KW - technology-enabled

UR - http://www.scopus.com/inward/record.url?scp=85159119518&partnerID=8YFLogxK

U2 - 10.14742/ajet.7214

DO - 10.14742/ajet.7214

M3 - Journal Article (refereed)

AN - SCOPUS:85159119518

SN - 1449-3098

VL - 39

SP - 1

EP - 18

JO - Australasian Journal of Educational Technology

JF - Australasian Journal of Educational Technology

IS - 1

ER -

Conceptualisation, measurement and preliminary validation of learners’ problem-based learning and peer assessment strategies in a technology-enabled context

Abstract

Bibliographical note

Funding

Keywords

Access to Document

Other files and links

Fingerprint

Cite this