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

Authors

  • Ronnie Homi Shroff Lingnan University, Hong Kong
  • Fridolin Sze Thou Ting The Education University of Hong Kong
  • Chi Lok Chan The Education University of Hong Kong
  • Raycelle C. C. Garcia The Hong Kong Polytechnic University
  • Wing Ki Tsang The Hong Kong Polytechnic University
  • Wai Hung Lam Lingnan University, Hong Kong

DOI:

https://doi.org/10.14742/ajet.7214

Keywords:

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

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.

Implications for practice or policy:

  • A psychometrically validated scale could be used by a growing community of academicians, educators and instructional designers to assess learners’ collaborative problem-based learning and peer assessment strategies when using interactive technologies;
  • A systematically collected data set obtained from the CO-PBLa-PA-SI data may have practical implications in terms of informing teachers about appropriate instructional design practices for the enhancement of collaborative, problem-based and peer assessment learning strategies in technology-enabled settings.

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Author Biographies

Ronnie Homi Shroff, Lingnan University, Hong Kong

Department of Applied Mathematics

Senior Project Fellow

Fridolin Sze Thou Ting, The Education University of Hong Kong

Department of Applied Mathematics

Senior Teaching Fellow

 

Chi Lok Chan, The Education University of Hong Kong

Department of Applied Mathematics

Project Fellow

Raycelle C. C. Garcia, The Hong Kong Polytechnic University

Department of Applied Mathematics

Project Associate

Wing Ki Tsang, The Hong Kong Polytechnic University

Department of Applied Mathematics

Project Assistant

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Published

2023-03-02

How to Cite

Shroff, R. H., Ting, F. S. T., Chan, C. L., Garcia, R. C. C., Tsang, W. K., & Lam, W. H. (2023). Conceptualisation, measurement and preliminary validation of learners’ problem-based learning and peer assessment strategies in a technology-enabled context. Australasian Journal of Educational Technology, 39(1), 1–18. https://doi.org/10.14742/ajet.7214

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Section

Articles