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Measuring social space in online group learning: Preliminary validation of the social space scale using the Rasch analysis approach
PROCEEDING

, , Open Universiteit, Netherlands ; , DIPF | Leibniz Institute for Research and Information in Education, Germany

EdMedia + Innovate Learning, in United States ISBN 978-1-939797-56-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Currently, there is much interest of higher education institutions including distance education institutions, to integrate group learning in their online courses. However, online group learning faces a number of challenges. Group members experience that it is much more difficult to become a performing group and to maintain this critical status. The issue is particularly important in distance education where group members often are strangers and are dependent on the mainly asynchronous computer-mediated communication (CMC)-tools and electronic platforms. An online setting is more vulnerable to emotionally challenging situations caused by group conflicts that are detrimental for the group’s social space. If a sound social space is lacking, it is obstructing the group performance. To get insight in the degree of soundness of the social space in online learning groups, a measure is needed. This paper presents the validation of a measure of social space using the Rasch analysis approach.

Citation

Kreijns, K., Henderikx, M. & Weidlich, J. (2021). Measuring social space in online group learning: Preliminary validation of the social space scale using the Rasch analysis approach. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 445-458). United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 5, 2021 from .