Collaborative Learning in Problem Solving: A Case Study in Metacognitive Learning

Abstract

Problem solving and collaborative communication are among the key 21st century skills educators want students to develop. This paper presents results from a study of the collaborative work patterns of 133 participants from a university level course designed to develop transferable problem-solving skills. Most of the class time in this course was spent on actually solving puzzles, with minimal direct instruction; students were allowed to work either independently or in small groups of two or more, as they preferred, and to move back and forth between these two modalities as they wished. A distinctive student-driven pattern blending collaborative and independent endeavour was observed, consistently over four course offerings in four years. We discuss a number of factors which appear to be related to this variable pattern of independent and collaborative enterprise, including the thinking and learning styles of the individuals, the preference of the individuals, the types of problems being worked on, and the stage in a given problem at which students were working. We also consider implications of these factors for the teaching of problem solving, arguing that the development of collaborative problem solving abilities is an important metacognitive skill. La résolution des problèmes et la communication collaborative sont parmi les compétences clés que les éducateurs du XXIe siècle veulent que leurs étudiants acquièrent. Cet article présente les résultats d’une étude menée sur les modèles de travail collaboratif de 133 participants d’un cours universitaire conçu pour développer des compétences en matière de résolution des problèmes. La plupart des activités de classe de ce cours ont été consacrées à résoudre réellement des casse-tête avec un minimum de directives; les étudiants avaient la permission de travailler soit indépendamment soit en petits groupes de deux ou plus, selon leur préférence, et de passer de l’une à l’autre de ces modalités, comme ils voulaient. On a observé un modèle distinct dirigé par les étudiants eux-mêmes qui était un mélange de travail collaboratif et de travail indépendant, et ce dans quatre cours séparés offerts en quatre ans. Nous discutons un certain nombre de facteurs qui semblent être liés à ce modèle variable d’entreprise indépendante et collaborative, y compris les styles de réflexion et d’apprentissage des individus, les préférences des individus, les types de problèmes sur lesquels les étudiants ont travaillé et l’étape, lors de la résolution d’un problème donné, où les étudiants travaillaient. Nous prenons également en considération les implications de ces facteurs pour l’enseignement de la résolution de problèmes et nous discutons le fait que le développement de compétences pour la résolution de problèmes en collaboration est une compétence métacognitive importante.

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“…This result certainly cannot be generalized as a tendency. In this case there is a possibility influenced by how the teacher interacts with students when applying certain learning strategies [21], [22]. In theory, students with certain learning styles taught with appropriate strategies will achieve learning performance with students with other learning styles taught with appropriate strategies.…”

Inquiry Based Learning Module to Empower Cooperation Skills

“…It was supported by Opara and Jacinta [16] concluded that the learning through inquiry in the experimental class gets higher score on learning achievement compared to the control class, when during the learning both the experimental class and the control class the students are in the group completing the task with cooperation. Learning through problem solving is more optimal with the mood of students engaging in learning by working together in group formation to be resolved more quickly in solving problems by sharing views to generate many ways to think and solve problems according to group goals [17].…”