Collaborative learning processes - validation of a standardized questionnaire for collaborative learning settings

This paper presents a new questionnaire to assess the quality of collaborative learning processes in schools or universities from the learners' perspective. Based on previous research, the questionnaire measures collaborative learning processes along the dimensions of groups' cognitive, metacognitive, and relational activities. The questionnaire was piloted using a sample of secondary school students and was then validated in undergraduate courses (N = 333 students nested in 114 groups). The quality of the collaborative learning setting was assessed in terms of the aforementioned dimensions. Furthermore, the self-reported learning gains, the satisfaction and the group members' ability for perspective-taking were captured to test construct and criterion validity. Multilevel factor analysis was conducted. At the individual level, the dimensions can be empirically separated, while at the group level some factor correlations are high. In addition, the dimensions are associated with perspective-taking ability, learning gains, and overall satisfaction indicating construct and criterion validity. In conclusion, limitations and practical implications are emphasized.