A Literature Review on Collaborative Problem Solving for College and Workforce Readiness

Oliveri, María Elena; Lawless, René; Molloy, Hillary

doi:10.1002/ets2.12133

Cited by 25 publications

(21 citation statements)

References 61 publications

(120 reference statements)

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“…Previous research of CPS fell into the construction of CPS framework (Roschelle and Teasley, 1995;Nelson, 1999;Oliveri et al, 2017;Sun et al, 2020), the effectiveness of CPS (Hou, 2011;Chang et al, 2017;Lu and Lin, 2017), and the social and cognitive dimensions of CPS (Hou, 2011;Andrews-Todd and Forsyth, 2018); research which focused on the factors predicting CPS competency were rare. What's more, research exploring the factors predicting CPS competency were almost all qualitative; quantitative evidence was insufficient.…”

Section: Factors Predicting Cps Competencymentioning

confidence: 99%

“…Nearly 10,000 15-year-old students from Beijing, Shanghai, Jiangsu province, and Guangdong province participated in the assessment of CPS competency of PISA 2015. CPS competency is essential, which is highly valued in college and in the workplace; therefore, students need to equip themselves with this ability (Bo and Lin, 2016;Oliveri et al, 2017). To help students master CPS competency, the factors predicting it must be analyzed thoroughly.…”

Section: Introductionmentioning

confidence: 99%

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Factors Predicting Collaborative Problem Solving: Based on the Data From PISA 2015

2021

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Collaborative problem solving (CPS) competency is critical in the twenty-first century. The Program for International Student Assessment (PISA) launched a large-scale assessment of CPS competency for the first time in 2015. Beijing, Shanghai, Jiangsu, and Guangdong provinces in China participated the assessment and scored an average of 496, which was slightly lower than the OECD average 500 and ranked 25th among the 51 countries and economies participating in the assessment. Therefore, this research was conducted to dig into the factors predicting students’ CPS competency, and help students improve it. Most research about CPS has fallen into the construction of the CPS framework and the effectiveness of CPS; research focusing on the factors predicting CPS competency is rare. Accordingly, a hierarchical linear model (HLM) was constructed to investigate the factors predicting students’ CPS competency in the current research. The model revealed that there was a large difference of students’ CPS competency among schools. In addition, among student-level variables, gender, grade, ESCS, ICT resources, students’ attitude toward CPS, and teacher unfairness were effective in predicting students’ CPS competency; among school-level variables, school location, schools’ ESCS and the proportion of all teachers fully certified predicted students’ CPS competency positively. The findings implied that in order to enhance students’ CPS competency, CPS competency training should be permeated through all the subjects; schools should employ teachers who are fully qualified; teachers should treat each student fairly; and students should be provided with more ICT resources and etc.

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Section: Factors Predicting Cps Competencymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Factors Predicting Collaborative Problem Solving: Based on the Data From PISA 2015

2021

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“…The research results recommended that CPS examine the characteristics of native students and cultural contexts, which later empirical test was performed to clarify the nature and dimension of the teamwork process [12], [47]. The results of literature study on Collaborative Problem Solving (CPS) approach [19], [49], [51], [56], [55] has yet to review the assessment on the achievement reward of CPS group to improve the positive interdependence between the expert and the novice students in their CPS process.…”

Section: Define Phasementioning

confidence: 99%

The Integration of Collaborative Problem Solving with "Piil Pesenggiri" Local Wisdom to Build Scientific Attitudes

Rosa¹,

Mundilarto²,

Wilujeng³

et al. 2020

ujer

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“… 5 CPS are ranked among the top five most essential skills required for success in college and the workforce. 6 According to the ATC21S project, CPS can be classified into two dimensions - social skills and cognitive skills. The three elements of social skills include participation, perspective taking and social regulation whereas the two elements of cognitive skills are task regulation and knowledge building.…”

Section: Introductionmentioning

confidence: 99%

Assessment of collaborative problem solving skills in Undergraduate Medical Students at Ziauddin College of Medicine, Karachi

Mughal

Shaikh

2018

Pak J Med Sci

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Objective:Collaborative Problem Solving Empirical Progressions from the Assessment and Teaching of 21st Century Skills (ATC21S) framework were used to determine the level of collaborative problem solving skills (CPS) in first, second and third year MBBS students at Ziauddin College of Medicine during Problem-Based Learning (PBL) sessions. Variations based on gender and roles were studied.Methods:It is an analytical comparative cross-sectional study in which seven PBL groups were selected per year by non-probability convenient sampling. Data was collected using the Collaborative Problem Solving Five Strands Empirical Progressions by the primary investigator through observation of the students during PBL sessions. Duration of study was six months.Results:We found that in our students, development of social dimension skills is facilitated to a greater extent than the development of cognitive dimension skills through the process of PBL. These skills are generally better developed in the leader compared to the scribe and members in a group. They are also more developed in females compared to males. Modification in them is also observed as the year's progress.Conclusion:Although PBLs facilitate development of CPS skills' progression however in our curriculum, PBLs mainly focus on social skills development and have less emphasis on cognitive skill development. Thus, hybrid instructional strategies with components from TBL and mentorship are recommended for better development of CPS skills.

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A Literature Review on Collaborative Problem Solving for College and Workforce Readiness

Cited by 25 publications

References 61 publications

Factors Predicting Collaborative Problem Solving: Based on the Data From PISA 2015

Factors Predicting Collaborative Problem Solving: Based on the Data From PISA 2015

The Integration of Collaborative Problem Solving with "Piil Pesenggiri" Local Wisdom to Build Scientific Attitudes

Assessment of collaborative problem solving skills in Undergraduate Medical Students at Ziauddin College of Medicine, Karachi

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