Assessing Collaborative Problem Solving Skills in Technology-Enhanced Learning Environments – The PISA Framework and Modes of Communication

As been highlighted by many, for instance by PISA, Collaborative Problem Solving (CPS) is a critical and necessary 21st century skill across educational settings. While many initiatives have been launched to investigate the nature of these skills, fewer are the attempts to understand how they should be assessed. However, in 2015, the PISA organization presented a framework for assessing CPS skills. This paper reports on a study investigating the predictive validity of the PISA assessment framework and if and how modes of communication influence the assessment of 24 students’ collaborative problem solving activities when using a computer-based assessment task system. The findings presented demonstrate that the PISA CPS assessment framework have a weak predictive validity, does not count for quality or productivity in communication, and that the mode of communication indeed influence CPS processes and in turn what is possible to assess.

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Computer-Based Concept Mapping as a Method for Enhancing the Effectiveness of Concept Learning in Technology-Enhanced Learning

Sustainability ◽

10.3390/su11041005 ◽

2019 ◽

Vol 11 (4) ◽

pp. 1005 ◽

Cited By ~ 2

Author(s):

Gülsüm Aşıksoy

Keyword(s):

Problem Solving ◽

Concept Mapping ◽

Concept Learning ◽

Meaningful Learning ◽

Control Group ◽

Technology Enhanced Learning ◽

Problem Solving Skills ◽

Computer Based ◽

Enhanced Learning ◽

Experimental Group

Technology enhanced learning is a wide area that covers all uses of digital technology to support learning and teaching activities. The computer-based concept mapping has shown potential in enhancing meaningful learning in education. Concept mapping is an important tool that is used in the field of education to help students in understanding the basic concepts and the relationships between them. This research proposes a computer-based concept mapping (CBCM) environment combined with Google classroom to help students reduce their misconceptions and to improve their problem solving skills. Furthermore, it examines the effect of CBCM on the sustainability of concept learning according to student views. The participants were first-year engineering students. The study was conducted in a physics class, and a true-experimental design was used. The experimental group students learned with the Google classroom combined with computer-based concept mapping (CBCM), while the concept group students learned with Google classroom and the traditional method. Data were collected from a physics concept test, problem solving inventory, and semi-structured interviews. The research results indicated that teaching in the CBCM environment combined with Google Classroom provides meaningful learning by correcting the misconceptions of the students. Moreover, there was a significant increase in the problem solving skills of the experimental group as compared to the control group. According to the students’ views, it was determined that CBCM enhances the sustainability of concept learning. The results of this study can help educators and researchers to integrate computer-based concept mapping (CBCM) techniques into Google Classroom.

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Computer Agent Technologies in Collaborative Learning and Assessment

Advanced Methodologies and Technologies in Modern Education Delivery - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-7365-4.ch019 ◽

2019 ◽

pp. 229-238

Author(s):

Yigal Rosen

Keyword(s):

Problem Solving ◽

Collaborative Problem Solving ◽

Educational Systems ◽

Virtual Agents ◽

Problem Solving Skills ◽

Computer Agent ◽

Collaborative Problem ◽

Scalable Learning ◽

Group Members ◽

Computer Based

In recognition of the importance of collaborative and problem-solving skills, educators are realizing the need for effective and scalable learning and assessment solutions to promote the skillset in educational systems. In the settings of a comprehensive collaborative problem-solving assessment, each student should be matched with various types of group members and must apply the skills in varied contexts and tasks. One solution to these assessment demands is to use computer-based (virtual) agents to serve as the collaborators in the interactions with students. The chapter presents the premises and challenges in the use of computer agents in the assessment of collaborative problem solving and describes how human and computer agent collaborative assessments are used in an international learning and assessment project, Animalia.

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Computer Agent Technologies in Collaborative Learning and Assessment

Encyclopedia of Information Science and Technology, Fourth Edition ◽

10.4018/978-1-5225-2255-3.ch209 ◽

2018 ◽

pp. 2402-2410 ◽

Cited By ~ 1

Author(s):

Yigal Rosen

Keyword(s):

Problem Solving ◽

Collaborative Problem Solving ◽

Educational Systems ◽

Virtual Agents ◽

Problem Solving Skills ◽

Computer Agent ◽

Collaborative Problem ◽

Scalable Learning ◽

Group Members ◽

Computer Based

In recognition of the importance of collaborative and problem solving skills, educators are realizing the need for effective and scalable learning and assessment solutions to promote the skillset in educational systems. In the settings of a comprehensive collaborative problem solving assessment, each student should be matched with various types of group members and must apply the skills in varied contexts and tasks. One solution to these assessment demands is to use computer-based (virtual) agents to serve as the collaborators in the interactions with students. The chapter presents the premises and challenges in the use of computer agents in the assessment of collaborative problem solving and describes how human and computer agent collaborative assessments are used in international learning and assessment project Animalia.

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Evaluation of collaborative problem-solving skills: students social and cognitive skills on the parabolic motion material

Journal of Physics Conference Series ◽

10.1088/1742-6596/1806/1/012038 ◽

2021 ◽

Vol 1806 (1) ◽

pp. 012038

Author(s):

N Mashuri ◽

I M Hermanto ◽

P Sinaga ◽

L Hasanah

Keyword(s):

Problem Solving ◽

Cognitive Skills ◽

Collaborative Problem Solving ◽

Problem Solving Skills ◽

Collaborative Problem

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Promoting collaborative problem-solving skills in a course on engineering grand challenges

Innovations in Education and Teaching International ◽

10.1080/14703297.2013.866591 ◽

2013 ◽

Vol 52 (2) ◽

pp. 148-159 ◽

Cited By ~ 9

Author(s):

Tracy X.P. Zou ◽

Neil C. Mickleborough

Keyword(s):

Problem Solving ◽

Collaborative Problem Solving ◽

Problem Solving Skills ◽

Grand Challenges ◽

Collaborative Problem

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PENGEMBANGAN LEMBAR KERJA MAHASISWA BERBASIS PEMECAHAN MASALAH KOLABORATIF BERBANTUAN SIMULASI INTERAKTIF PADA MATERI TERMODINAMIKA

Prosiding SNFA (Seminar Nasional Fisika dan Aplikasinya) ◽

10.20961/prosidingsnfa.v3i0.28508 ◽

2019 ◽

Vol 3 ◽

pp. 47

Author(s):

Arini Rosa Sinensis ◽

Harry Firman ◽

Ida Hamidah ◽

Muslim Muslim

Keyword(s):

Problem Solving ◽

Collaborative Problem Solving ◽

Development Research ◽

Research Subjects ◽

Design And Development ◽

Problem Solving Skills ◽

Design And Development Research ◽

Collaborative Problem ◽

Data Collection Technique ◽

Is Design

Abstract:. This study aims to develop student worksheets (LKM) based on collaborative problem solving, LKM developed with the help of interactive simulations. The research method used is design and development research (DDR). The data collection technique uses a questionnaire to assess the readability and component of collaborative problem solving in the LKM developed. The research subjects were 9 7th semester students who had taken the thermodynamics course. The results showed that the readability component reached 85.7% with very good categories while the collaborative problem solving component reached 80% with good categories. Therefore, the LKM used can be used as a media to facilitate and direct students to improve problem solving skills.Abstrak: Penelitian ini bertujuan untuk mengembangkan Lembar kerja mahasiswa (LKM) berbasis pemecahan masalah kolaboratif, LKM yang dikembangkan berbantuan simulasi interaktif. Metode penelitian yang digunakan adalah design and development research (DDR). Teknik pengumpulan data menggunakan angket untuk menilai keterbacaan dan komponen pemecahan masalah kolaboratif pada LKM yang dikembangkan. Subjek penelitian adalah 9 mahasiswa semester 7 yang telah menempuh matak uliah termodinamika. Hasil penelitian menunjukkan bahwa komponene keterbacaan mencapai 85,7 % dengan katergori sangat baik sedangkan komponen pemecahan masalah kolaboratif mencapai 80% dengan kategori baik. Oleh karena itu, LKM yang digunakan dapat digunakan sebagai media untuk memfasilitasi dan mengarahkan mahasiswa untuk meningkatkan kemampuan pemecahan masalah.

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