Description and Application of Collaborative Problem-Solving Design in Higher Education: Perspectives from International Students

Abstract

Background: To prepare higher education students for the demands of complex problem-solving in working life, pedagogical practices need to be developed. The pedagogical design of the collaborative problem-solving (CPS) process to support learning was developed. The current study aims to implement the CPS design in higher education courses and to investigate students` experiences and collaborative learning activities on the implementation process.Methods: A five-themed CPS design was developed drawing upon previous research. We implemented the design over five semesters. During and after the implementation process, qualitative data through written reflections was collected from the students (N = 61). Thematic analysis was applied to reveal students` experiences about the CPS design.Findings: The CPS design enabled students to integrate theoretical and practical knowledge of the learning sciences and apply it in their learning process and problem solution. Students experienced CPS both inspiring and discouraging. CPS design can enhance students’ agency, enjoyment, motivation, and thinking skills. Negative experiences are dealing with too high demands by the design and peer students. Time and support are needed when the problem should be understood.Contribution: The pedagogical design of the CPS sheds light on the implementation of CPS activities in different fields in higher education and future CPS research.