Perception of collaborative learning in associate degree students in Hong Kong

Daniel T.L. Shek; Moses M.W. Shek

doi:10.1515/ijamh-2013-0043

Article

Perception of collaborative learning in associate degree students in Hong Kong

Daniel T.L. Shek and Moses M.W. Shek

Published/Copyright: March 1, 2013

Published by

Become an author with De Gruyter Brill

Submit Manuscript Author Information Explore this Subject

From the journal International Journal of Adolescent Medicine and Health Volume 25 Issue 4

Abstract

Although collaborative learning has been widely researched in Western contexts, no study has been carried out to understand how associate degree students look at collaborative learning in Hong Kong. In this study, perceptions of and attitudes to collaborative learning among associate degree students were studied. A total of 44 associate degree students completed an online questionnaire including measures of perceived benefits and attitudes to collaborative learning, and social-emotional competence. Results showed that there were no significant differences between male and female students on perceived benefits of and attitudes towards collaborative learning. Social-emotional competence was related to perceived benefits of and attitudes to collaborative learning. Attitudes were also related to perceived benefits of collaborative learning. This paper is the first known study looking at the relationships among perceived benefits and attitudes to collaborative learning and social-emotional competence in Chinese associate degree students in different Chinese contexts.

Keywords: Chinese adolescents; collaborative learning; competence; Hong Kong

Corresponding author: Professor Daniel T.L. Shek, PhD, FHKPS, BBS, JP, Chair Professor of Applied Social Sciences, Department of Applied Social Sciences, The Hong Kong Polytechnic University, Room HJ407, Core H, Hunghom, Hong Kong, P.R. China, E-mail: danielshek@inet.polyu.edu.hk

The authorship is carried equally by the two authors.

Appendix 1

Measures of perceived benefits of collaborative learning, attitudes to collaborative learning, and social-emotional learning.

Part A: Measure of perceived benefits of collaborative learning
Question	1	2	3	4	5	6
Question	Strongly disagree	Moderately disagree	Slightly disagree	Slightly agree	Moderately agree	Strongly agree
1. Collaborative learning activities helped me to adapt to the school life of the associate degree program(s)	□	□	□	□	□	□
2. Collaborative learning activities helped me develop a closer relationship with my classmates	□	□	□	□	□	□
3. Collaborative learning activities helped me develop a closer relationship with my teacher(s)	□	□	□	□	□	□
4. Collaborative learning activities enhanced my motivation to learn	□	□	□	□	□	□
5. Collaborative learning activities helped me develop my communication skills	□	□	□	□	□	□
6. Collaborative learning activities helped me concentrate on my study	□	□	□	□	□	□
7. Collaborative learning activities helped me understand more about other students’ perspectives	□	□	□	□	□	□
8. Collaborative learning activities facilitated my learning of the subject matter covered	□	□	□	□	□	□
9. Collaborative learning activities helped me understand difficult concepts	□	□	□	□	□	□
10. Collaborative learning activities showed me how other students solved problems	□	□	□	□	□	□
11. Through collaborative learning activities, I could learn the subject via observing others	□	□	□	□	□	□
12. Collaborative learning activities helped me prepare for tests or examinations	□	□	□	□	□	□
13. Collaborative learning activities encouraged me to have further learning on topics in English studies	□	□	□	□	□	□
14. Collaborative learning activities are helpful to my learning and academic performance	□	□	□	□	□	□
15. Collaborative learning activities are valuable to my education	□	□	□	□	□	□
16. Overall, I gained good learning experience from collaborative learning activities	□	□	□	□	□	□
Part B: Measure of attitudes to collaborative learning
Useless	□	□	□	□	□	□	Useful
Unimportant	□	□	□	□	□	□	Important
Difficult	□	□	□	□	□	□	Easy
Dislike	□	□	□	□	□	□	Like
Uninteresting	□	□	□	□	□	□	Interesting
Stressful	□	□	□	□	□	□	Non-stressful
Passive	□	□	□	□	□	□	Proactive
Unsuccessful	□	□	□	□	□	□	Successful
Not enjoyable	□	□	□	□	□	□	Enjoyable
Unfamiliar	□	□	□	□	□	□	Familiar
Part C: Measure of social and emotional competence
Item	1	2	3	4	5	6
Item	Strongly disagree	Moderately disagree	Slightly disagree	Slightly agree	Moderately agree	Strongly agree

1. I can talk to a stranger actively	□	□	□	□	□	□
2. I know how to communicate with others	□	□	□	□	□	□
3. I can interact with others smoothly	□	□	□	□	□	□
4. I enjoy joining social activities	□	□	□	□	□	□
5. I know how to be a listener	□	□	□	□	□	□
6. I am a pleasant person	□	□	□	□	□	□
7. I can manage my emotions when having conflict with others	□	□	□	□	□	□
8. I will let other people know my emotions	□	□	□	□	□	□
9. When I am unhappy, I can appropriately show my emotions	□	□	□	□	□	□
10. When I am angry, I can rationally describe my feelings	□	□	□	□	□	□

References

1. Vygotsky LS. Mind in society: the development of higher psychological processes. Cambridge, MA: Harvard University Press, 1978.Search in Google Scholar

2. Nagata K, Ronkowski S. Collaborative learning: differences between collaborative and cooperative learning. Santa Barbara, CA: Office Instructional Consultation, University California Santa Barbara, 1998.Search in Google Scholar

3. Bonwell CC, Eison JA. Active learning: creating excitement in the classroom. ASHE-ERIC Higher Education Report No. 1. Washington, DC: ERIC Clearinghouse on Higher Education, George Washington University, 1991.Search in Google Scholar

4. Dillenbourg P. What do you mean by collaborative learning? In: Dillenbourg P, editor. Collaborative-learning: cognitive and computational approaches. Oxford: Elsevier, 1999:1–19.Search in Google Scholar

5. Boud D. Introduction: making the move to peer learning. In: Boud D, Cohen R, Sampson J, editors. Peer learning in higher education. London: Kogan Page, 2001:1–19.Search in Google Scholar

6. Keppell M, Au E, Ma A, Chan C. Peer learning and learning-oriented assessment in technology-enhanced environments. Assess Eval Higher Educ 2006;31:453–64.10.1080/02602930600679159Search in Google Scholar

7. Slavin RE. Research for the future research on cooperative learning and achievement: what we know, what we need to know. Contemp Educ Psychol 1996;21:43–69.10.1006/ceps.1996.0004Search in Google Scholar

8. Gleeson AM, McDonald JM, Williams J. Introductory microeconomics students’ perceptions of the effectiveness of a collaborative learning method. School of Economics and Political Science, The University of Sydney, 2005:52–61.Search in Google Scholar

9. Payne BK, Turner EM. Students’ perceptions of group projects: the role of race, age, and slacking. Coll Student J 2006;40:132–9.Search in Google Scholar

10. Brown FA. Collaborative learning in the EAP classroom: students’ perceptions. ESP World 2008;7:1–18. Available from www.esp-world.info/Articles_17/issue_17.htm. Accessed on 22 April, 2012.Search in Google Scholar

11. Margalit M, Eysenck S. Prediction of coherence in adolescence: gender differences in social skills, personality, and family climate. J Res Pers 1990;24:510–21.10.1016/0092-6566(90)90036-6Search in Google Scholar

12. Benson PL, Peter L. All kids are our kids: what communities must do to raise caring and responsible children and adolescents. San Francisco, CA: Jossey-Bass, 1997.Search in Google Scholar

13. Ajzen I, Fishbein M. The influence of attitudes on behavior. In: Albarracin D, Johnson BT, Zanna MP, editors. The handbook of attitudes. Mahwah, NJ: Erlbaum, 2005:175–221.Search in Google Scholar

14. Census and Statistics Department. Hong Kong monthly digest of statistics. Hong Kong: Census Statistics Department, Government Hong Kong Special Administrative Region, 2010.Search in Google Scholar

15. Snyder LG, McNeil KR. Enhancing students’ perceptions of collaborative projects with pre-group instruction methods. Res High Educ J 2008;1:1–18.Search in Google Scholar

16. Shek DTL, Siu AMH, Lee TY. The Chinese positive youth development scale: a validation study. Res Social Work Prac 2007;17:380–91.10.1177/1049731506296196Search in Google Scholar

17. Shek DTL, Ma CMS. Dimensionality of the Chinese positive youth development scale: confirmatory factor analyses. Soc Indic Res 2010;98:41–59.10.1007/s11205-009-9515-9Search in Google Scholar

18. Johnson DW, Johnson RT, Smith K. The state of cooperative learning in postsecondary and professional settings. Educ Psychol Rev 2007;19:15–29.10.1007/s10648-006-9038-8Search in Google Scholar

19. Sun RCF, Shek DTL. Life satisfaction, positive youth development, and problem behaviour among Chinese adolescents in Hong Kong. Soc Indic Res 2010;95:455–74.10.1007/s11205-009-9531-9Search in Google Scholar PubMed PubMed Central

20. Sun RCF, Shek DTL. Positive youth development, life satisfaction and problem behaviour among Chinese adolescents in Hong Kong: a replication. Soc Indic Res 2012;105:541–59.10.1007/s11205-011-9786-9Search in Google Scholar PubMed PubMed Central

21. Shek DTL, Sun RCF. Participants’ evaluation of the project P.A.T.H.S.: are findings based on different datasets consistent? ScientificWorldJ 2012;2012:187450.Search in Google Scholar

22. Shek DTL, Ma CMS, Tang CYP. Predictors of subjective outcome evaluation findings in a positive youth development program in Hong Kong. Int J Disabil Hum Dev 2011;10:249–55.10.1515/ijdhd.2011.040Search in Google Scholar

23. Shek DTL, Sun RCF, Merrick J. Training programs and implementation process of positive youth development programs. Int J Adolesc Med Health 2011;23:303–4.10.1515/IJAMH.2011.025Search in Google Scholar PubMed

Received: 2012-10-10

Accepted: 2012-12-10

Published Online: 2013-03-01

Published in Print: 2013-12-01

You are currently not able to access this content.

Articles in the same Issue

https://doi.org/10.1515/ijamh-2013-0043

Keywords for this article

Chinese adolescents; collaborative learning; competence; Hong Kong