Abstract
Organizational citizenship behavior refers to “individual behavior that is discretionary, not directly or explicitly recognized by the formal reward system, and that in the aggregate promotes the effective functioning of the organization (Organ, 1988, p. 4)”. Previous research suggests organizational citizenship behavior can be a beneficial concept in a collaborative learning setting because it may affect learning outcomes, student satisfaction, and social loafing in organizations and teams. However, a measure of organizational citizenship behavior in the collaborative learning setting does not exist. This research aimed to adapt and validate the measurement of organizational citizenship behavior in a collaborative learning setting. 511 college students in Korea participated in this study. First, we conducted exploratory analysis, and as a result, four dimensions were extracted: altruism, conscientiousness, sportsmanship, and courtesy. Subsequently, we conducted confirmatory factor analysis to examine the stability of multidimensionality, and the result indicated the four-factor structure has a reasonable fit statistically. In addition, we examined convergent, discriminant and criterion validities. With this validated measurement, future studies can examine how organizational citizenship behavior in the collaborative learning is related to other learning constructs such as student engagement and academic achievement.
Highlights
Collaborative learning is a widely used learner-centered instructional method in higher education settings, and it has been studied throughout academic literature (e.g., Aggarwal & O’Brien, 2008; Balasooriya, Hughes, & Toohey, 2009; Ching & Hsu, 2013; Espey, 2010; Volet & Mansfield, 2006)
Universal dimensions of organizational citizenship behavior (OCB) were confirmed in collaborative learning settings
Our results partially support previous OCB research (LePine et al, 2002), which indicates that organizational citizenship behavior in collaborative learning (OCB-CL) dimensions can converge to four of Podsakoff et al’s (1990) five dimensions
Summary
Collaborative learning is a widely used learner-centered instructional method in higher education settings, and it has been studied throughout academic literature (e.g., Aggarwal & O’Brien, 2008; Balasooriya, Hughes, & Toohey, 2009; Ching & Hsu, 2013; Espey, 2010; Volet & Mansfield, 2006). Collaborative learning is defined as “an instruction method in which students at various performance levels work together in small groups toward a common goal” Research has shown that students working collaboratively with other students learn more when compared to individual learning (Johnson & Johnson, 1989).
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have