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Developing an instrument to assess university students’ perceived readiness for Computer-Supported Collaborative Learning (CSCL)
Author
Xiong, Yao
Supervisor
So, Hyo-Jeong
Abstract
The main purpose of this study is to conceptualize students’ readiness for computer-supported collaborative learning (CSCL) by developing a valid instrument to assess university students’ perceived readiness for CSCL. By reviewing relevant literature on CSCL and related fields of study, a three-dimensional framework encompassing indicators of students’ readiness for CSCL was developed. The three dimensions include: (a) motivation for collaborative learning, (b) prospective behaviors for collaborative learning and (c) online learning adoption.
After an item pool was generated based on the three-dimensional framework, the process of validating the instrument was conducted in three phases: (a) item refinement by gathering feedback from experts and students, (b) a pilot test to administer the instrument to a convenient sample, and (c) a main test to further examine and refine the instrument with a larger sample.
Results of the pilot and main studies are both presented in this study. Overall, the results of confirmative factor analysis (CFA) and evaluation of other psychometric indices support the hypothesized three-dimensional framework of students’ perceived readiness for CSCL (SR-CSCL).
Students’ readiness level for CSCL was evaluated by analyzing the data collected in the main study. The descriptive profile of students’ readiness levels for CSCL reveals positive patterns. However, the “online learning adoption” has a relatively lower mean value than other dimensions Overall, female students show more positive perception than male students in all of the three dimensions of SR-CSCL. Particularly, the mean scores of “prospective behaviors for collaborative learning” of female students are significant higher than that of male students.
In conclusion, the development and validation of the theoretical framework of students’ readiness for CSCL can shed light on the beginning of studying this concept.
Further, this study can hopefully help instructors and researchers better understand and investigate how to assess and increase students’ readiness level in order to further enhance their learning experiences in CSCL environments.
After an item pool was generated based on the three-dimensional framework, the process of validating the instrument was conducted in three phases: (a) item refinement by gathering feedback from experts and students, (b) a pilot test to administer the instrument to a convenient sample, and (c) a main test to further examine and refine the instrument with a larger sample.
Results of the pilot and main studies are both presented in this study. Overall, the results of confirmative factor analysis (CFA) and evaluation of other psychometric indices support the hypothesized three-dimensional framework of students’ perceived readiness for CSCL (SR-CSCL).
Students’ readiness level for CSCL was evaluated by analyzing the data collected in the main study. The descriptive profile of students’ readiness levels for CSCL reveals positive patterns. However, the “online learning adoption” has a relatively lower mean value than other dimensions Overall, female students show more positive perception than male students in all of the three dimensions of SR-CSCL. Particularly, the mean scores of “prospective behaviors for collaborative learning” of female students are significant higher than that of male students.
In conclusion, the development and validation of the theoretical framework of students’ readiness for CSCL can shed light on the beginning of studying this concept.
Further, this study can hopefully help instructors and researchers better understand and investigate how to assess and increase students’ readiness level in order to further enhance their learning experiences in CSCL environments.
Date Issued
2011
Call Number
LB2395.7 Xio
Date Submitted
2011