TY - JOUR
T1 - Measuring social interdependence in collaborative learning
T2 - instrument development and validation
AU - Shimizu, Ikuo
AU - Kikukawa, Makoto
AU - Tada, Tsuyoshi
AU - Kimura, Teiji
AU - Duvivier, Robbert
AU - van der Vleuten, Cees
PY - 2020/6/1
Y1 - 2020/6/1
N2 - Background In health professions education, several collaborative learning approaches have been used. As collaborative learning has a theoretical background of social interdependence theory, a theory informed and valid instrument to measure social interdependence is required to evaluate and compare several learning approaches. The aim of this study was to develop an instrument (the SOcial interdependence in Collaborative learning Scale; SOCS) to measure students' perceived social interdependence in collaborative learning and validate it. Methods We conducted a modified Delphi procedure among stakeholders to develop the content validity of the instrument. To establish construct validity, we performed a confirmatory factor analysis, and we estimated reliability. Results Two rounds of Delphi were conducted to develop the instrument. Confirmatory factor analysis yielded a three-factor model with 15 items, which provided an excellent fit with CMIN/df = 1.838, GFI = 0.924, CFI = 0.951, RMSEA = 0.061, and PCLOSE = 0.121. Alpha-coefficients for all factors indicated high internal consistency of all the factors. Conclusion This study describes the development and construct validation of the SOCS for measuring social interdependence in collaborative learning. This instrument will provide teachers and schools with feedback about their classroom environment.
AB - Background In health professions education, several collaborative learning approaches have been used. As collaborative learning has a theoretical background of social interdependence theory, a theory informed and valid instrument to measure social interdependence is required to evaluate and compare several learning approaches. The aim of this study was to develop an instrument (the SOcial interdependence in Collaborative learning Scale; SOCS) to measure students' perceived social interdependence in collaborative learning and validate it. Methods We conducted a modified Delphi procedure among stakeholders to develop the content validity of the instrument. To establish construct validity, we performed a confirmatory factor analysis, and we estimated reliability. Results Two rounds of Delphi were conducted to develop the instrument. Confirmatory factor analysis yielded a three-factor model with 15 items, which provided an excellent fit with CMIN/df = 1.838, GFI = 0.924, CFI = 0.951, RMSEA = 0.061, and PCLOSE = 0.121. Alpha-coefficients for all factors indicated high internal consistency of all the factors. Conclusion This study describes the development and construct validation of the SOCS for measuring social interdependence in collaborative learning. This instrument will provide teachers and schools with feedback about their classroom environment.
KW - Social interdependence
KW - Collaborative learning
KW - Instrument
KW - Validation
KW - TASK INTERDEPENDENCE
KW - WORK
KW - QUESTIONNAIRE
KW - NUMBER
KW - PBL
U2 - 10.1186/s12909-020-02088-3
DO - 10.1186/s12909-020-02088-3
M3 - Article
C2 - 32487067
SN - 1472-6920
VL - 20
JO - BMC Medical Education
JF - BMC Medical Education
IS - 1
M1 - 177
ER -