Sustainable Development of Collaborative Problem Solving Competency for Technical Students through Experiential Learning (A Case Study in Planning Skills Subject at Ho Chi Minh city University of Technology and Education)

2018 ◽  
Author(s):  
Hien Dang Thi Dieu ◽  
Oanh Duong Thi Kim ◽  
Hien Nguyen Vu Bich
Keyword(s):  
Sustainable Development ◽  
Problem Solving ◽  
Experiential Learning ◽  
Collaborative Problem Solving ◽  
Ho Chi Minh City ◽  
Collaborative Problem ◽  
Technical Students ◽  
University Of Technology ◽  
Problem Solving Competency

Online Critical Thinking in Problem-Solving Groups

2011 ◽  
pp. 1348-1356
Author(s):  
Deana L. Molinari ◽  
Alice E. Dupler
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Critical Thinking ◽  
Nursing Education ◽  
Problem Solving ◽  
Experiential Learning ◽  
Group Decision Making ◽  
Collaborative Problem Solving ◽  
Collaborative Problem ◽  
Social Negotiations

There are many different definitions of critical thinking (CT). Some type of the concept is taught in all higher education disciplines. Academia teaches teamwork and critical thinking (Cathcart & Samovar, 1992) because the professional world requires small-group decision making (Jonassen & Kwon, 2001). Critical thinking is taught by precept and practice (Facione, 1995; Wilkinson, 2001; Winningham, 2000). Constructivists recommend dialogue because meaningful discussion enhances experiential learning through social negotiations and reflection (Vrasidas & McIsaac, 1999). Collaborative problem solving is often utilized in nursing education to increase critical thinking (Collis, Andernach, & Van Diepen, 1997; Cragg, 1991; Crooks, Klein, Savenye, & Leader, 1998; Krothe, Pappas, & Adair, 1996).

Evaluating the Learning Effectiveness of Collaborative Problem Solving in Computer-Mediated Settings

2009 ◽  
pp. 151-167
Author(s):  
Ourania Petropoulou ◽  
Georgia Lazakidou ◽  
Symeon Retalis ◽  
Charalambos Vrasidas
Keyword(s):  
Problem Solving ◽  
Learning Environments ◽  
Evaluation Process ◽  
Collaborative Problem Solving ◽  
Learning Effectiveness ◽  
Computer Supported Collaborative Learning ◽  
Collaborative Problem ◽  
Problem Solving Environments ◽  
Computer Mediated

here is a growing need for systematic evaluations of computer-supported collaborative learning environments. The present chapter focuses on the evaluation of the learning effectiveness of the interactions that take place in computer-supported problem solving environments. This chapter emphasizes the need for supporting evaluators of such environments with holistic evaluation conceptual frameworks and tools that can facilitate the analysis of data gathered during the evaluation process. We discuss in detail such a holistic framework which has been tested through a primary education case-study.

Assessing the Performance of Learners Engaged in Computer-Supported Collaborative Problem-Solving Activities

2011 ◽  
pp. 245-260
Author(s):  
Symeon Retalis ◽  
Ourania Petropoulou ◽  
Georgia Lazakidou
Keyword(s):  
Problem Solving ◽  
Performance Assessment ◽  
Collaborative Problem Solving ◽  
Process Assessment ◽  
Computer Supported Collaborative Learning ◽  
Exploratory Case Study ◽  
Collaborative Problem ◽  
Depth Analysis ◽  
Tools And Techniques

Teachers often utilise a Computer-Supported Collaborative Learning (CSCL) strategy to teach a concept, a method, a problem, and so forth. Following guidelines from a script (based on a CSCL strategy), they must ultimately assess their students’ performance during their engagement in various learning activities; however, content and process assessments differ from script to script. Thus, a teacher faces a serious problem during content and process assessment. Here, the authors present a holistic framework for performance assessment and specify indexes for it. The authors aim to facilitate the teacher/evaluator’s work by equipping him or her with easy-to-apply tools and techniques for in-depth analysis of interactions. Finally, they describe our application of the proposed framework in an exploratory case study of a problem-solving activity in which a complex collaborative strategy is applied.

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