Development and Application of Collaborative Problem-Solving Design (CPS) in Higher Education: Perspectives from International Students

Abstract

To prepare higher education students for the demands of complex problem solving in working life, pedagogical practices need to be developed. In this article, we describe the pedagogical design of a collaborative problem-solving (CPS) process and investigate the role of design in supporting student learning. Qualitative data were collected from interviews (N = 61) during five different phases of a CPS process, and at the end of the course. Despite the many confrontations during the CPS process, students were highly competent in applying their knowledge about collaborative and strategic regulation of their own learning processes. Students experienced the CPS process as an effective instructional method for designing their learning, although external support was also needed. The external client plays an important role in providing an open problem and learning experience from authentic working-life contexts. Such clients can be either supportive or discouraging, depending on their understanding of the CPS process and learning. To prepare students for an authentic working life context, it is crucial to provide them with open and messy problems. The pedagogical design of the CPS provides a blueprint for promoting CPS in interdisciplinary higher education contexts, which require new ways of integrating education and working life.