Validation of a Preliminary ATTitude Toward Online COlaborative Learning (ATTOCOLE) Scale for Measuring Attitude Toward (Online) Group Learning Using the Rasch Measurement Model

• In Event: Critical Aspects of Computer-Supported Collaborative Learning

Abstract

Objectives or purposes:
The objective of the research activity was to develop a scale for measuring attitude toward (online) group learning.
 
Perspective(s) or theoretical framework:
In group learning learners are assigned to small groups where they collectively work on a joint task to achieve certain learning outcomes that benefit all members. Though, learners may have objections to work in groups for several reasons, which may lead to a negative attitude toward group learning. Such learners may not be motivated to participate in group learning and, therefore, may undermine productive social interaction within the group leading to ineffective group learning. For example, learners may express their preferences to work individually rather than in groups because they doubt whether learning in groups is more effective than in groups (Saab et al., 2007). It is, therefore, important to know the learners’ attitude towards (online) group learning. To measure the learners’ attitude, a scale is needed. While such scales exist, they lack a rigid validation process. We therefore developed our own scale: the ATTitude toward Online COlaborative Learning (ATTOCOLE) scale.

Methods, techniques, or modes of inquiry:
The Rasch measurement model was used for validation. All analyses were performed in Winsteps 5.1.6 (Linacre, 2018).

Data sources, evidence, objects, or materials:
Table 1 shows the ATTOCOLE scale along with a number of fit-indices and other information that are explained in Boone, Staver, and Yale (2014).




Table 1: ATTOCOLE scale: Results of the validation using the Rasch analysis approach

Results and/or substantiated conclusions or warrants for arguments/point of view:
Rasch analyses were performed on the data thereby following a number of steps outlined by Boone, Staver, and Yale (2014). Four persons were removed for reasons of overfit and one person because this person scored all items minimal extreme. Furthermore, two items were deleted because they did not fit the Rasch measurement model.
We originally used six rating steps: 1 = absolutely untrue; …; 6 = absolutely true. However, the Rasch analyses revealed that the Likert scale can be improved by collapsing rating scale step 2 (quite untrue) and 3 (somewhat untrue) and also to collapse step 4 (somewhat true) and 5 (quite true). The ATTOCOLE scale proved to be one-dimensional. Also, the Wright map showed a good distribution of item difficulty meaning that items were able to discern persons with low, moderate and high attitudes toward group learning. Still the scale can be improved by adding items that are easier to endorse because the Wright map showed a slight gap there.

Scientific or scholarly significance of the study or work:
Using the preliminary ATTOCOLE scale, we already can measure learners’ attitude toward (online) group learning.

Authors

• Karel Kreijns, Open Universiteit Nederland
  Presenting Author

• Maartje Henderikx, Open Universiteit Nederland
  Presenting Author