Abstract
The main purpose of this study was to develop an instrument that assesses university students’ perceived readiness for computer-supported collaborative learning (CSCL). Assessment in CSCL research had predominantly focused on measuring “after-collaboration” outcomes and “during-collaboration” behaviors while “before-collaboration” assessment was rarely studied. Given the nature of high learner agency and self-directness necessary in CSCL contexts, it was assumed that a sufficient level of student readiness for CSCL could promote positive attitudes and behaviors during the collaborative learning process and subsequent learning outcomes. Considering the importance of a before-collaboration status, this study proposes the new notion of students’ readiness for CSCL (SR-CSCL) and presents a set of criteria to theoretically define and empirically measure the perceived level of SR-CSCL. Drawing on prior research on CSCL and readiness issues, we developed the SR-CSCL instrument with a three-dimensional framework consisting of: (a) motivation for collaborative learning, (b) prospective behaviors for collaborative learning and (c) online learning aptitude. The SR-CSCL instrument was validated with the university students in China in the pilot study (N = 120) and the main study (N = 295). Overall, the results showed some evidence of reliability and validity for the proposed instrument. This study presents an empirical assessment tool that can help instructors and researchers better understand and investigate how to assess and increase students’ readiness levels in order to enhance their learning experiences in CSCL environments.
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Acknowledgments
This research was conducted as the master’s thesis of the first author at the National Institute of Education, Nanyang Technological University, Singapore.
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Appendix: SR-CSCL instrument (39 items)
Appendix: SR-CSCL instrument (39 items)
Motivation for collaborative learning (15 items)
Statement: The possible reason I would like to participate in collaborative learning is,
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1.
(MI1) because I like to work with my classmates in group activities.
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2.
(MI2) because I enjoy the experience of working together with classmates.
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3.
(MI3) because it is fun.
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4.
(MI4) because it is important for me to do group work.
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5.
(MV1) because comparing with doing individual assignments, it is more effective to learn by doing group work.
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6.
(MV2) because it can help my academic learning.
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7.
(MV3) because working in groups allows me to tackle more complex topics than working individually.
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8.
(MV4) because there are many opportunities for discussion and sharing ideas by working in groups.
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9.
(MS1) because I believe I can do well in the group work.
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10.
(MS2) because I believe I can help my groupmates in some way.
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11.
(MS3) because I believe I can work well with my groupmates.
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12.
(MS4) because I believe I can play an important role in the accomplishment of the group task.
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13.
(MR1) because I hope to achieve a good grade for this course (assuming that the participation level is one of the evaluation criteria).
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14.
(MR2) because I hope to receive praise from teachers and classmates about my good performance.
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15.
(MR3) because I hope to have a good relationship with my groupmates.
(Note: MI = interest; MV = perceived value; MS = self-efficacy; and MR = reinforcement)
Prospective behaviors for collaborative learning (15 items)
Statement: If I am doing group work,
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16.
(PC1) I would listen to other members’ ideas.
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(PC2) I would like to share my ideas with others.
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18.
(PC3) I would be open to new ideas.
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(PC4) I would be tolerant of different ideas when doing group work.
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20.
(PC5) I would engage in ritual greetings and small talks with my group members even if it has nothing to do with the group task.
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21.
(PC6) I would be able to express what I think in an appropriate way, not harming other group members.
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22.
(PP1) I would participate in the negotiation to achieve a consensus with my group members.
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23.
(PP2) I would encourage my group members to negotiate to solve the problem.
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24.
(PP3) When my group encounters difficulties, I would discuss together with my groupmates about how to solve the problem.
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(PP4) I would exercise appropriate participation accordingly.
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26.
(PM1) I would be able to provide feedback on overall team’s performance.
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27.
(PM2) I would be able to provide feedback on individual team member’s performance.
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28.
(PM3) I would be able to monitor my group’s progress.
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29.
(PCR1) I would be able to implement an appropriate conflict resolution strategy.
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30.
(PCR2) I would be able to recognize the source of conflict confronting my group.
(Note: PC = communication; PP = problem-solving; PM = self-management; and PCR = conflict-resolution.)
Online learning aptitude (9 items)
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(OS1) I am able to learn new technologies quickly.
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(OS2) I am confident in my skills of managing software to do group work.
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(OS3) I am good at using the online communication tools to do the group work with my group members.
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(OS4) I am good at using the Internet to find and gather relevant information for group work.
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(OS5) I am good at using the Internet to effectively communicate with others.
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(OC1) I think online collaboration is of at least equal convenience to face-to-face collaboration
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(OC2) I am comfortable about communicating with group members electronically (e.g., using email, Facebook, MSN, Skype, etc.).
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8.
(OC3) I am willing to actively communicate with my classmates and instructors electronically.
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9.
(OC4) I am willing to use online communication tools to do group work with my groupmates.
(Note: OS = skill; and OC = comfort)
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Xiong, Y., So, HJ. & Toh, Y. Assessing learners’ perceived readiness for computer-supported collaborative learning (CSCL): a study on initial development and validation. J Comput High Educ 27, 215–239 (2015). https://doi.org/10.1007/s12528-015-9102-9
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DOI: https://doi.org/10.1007/s12528-015-9102-9