Enhancing Collaboration and Critical Thinking in CSCL Environments: The Interplay Between Team Dynamics and Pedagogical Innovation

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Dades bibliogràfiques
Publicat a:	International Journal of E-Collaboration vol. 21, no. 1 (2025), p. 1-25
Autor principal:	Chen, Yang
Altres autors:	Preston, Joanne C., Li, Yu
Publicat:	IGI Global
Matèries:	Problem solving Teaching Collaborative learning Intervention Students Collaboration Instructional design Skills Learning environment Learning management systems Cognitive ability Performance evaluation Distance learning Technology Cognition & reasoning Innovations Social skills English as a second language Knowledge Online instruction Foreign languages Critical thinking Academic achievement Interdisciplinary studies Learning Pedagogy Teams Cooperative learning Interdisciplinary aspects Organization development Collaborative virtual environments English language Team building Artificial intelligence Educational objectives Literature reviews Groups English as a second language instruction
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Descripció
Resum:	This interdisciplinary study aims to enhance students' collaborative and critical thinking (CT) performance in a computer-supported collaborative learning (CSCL) environment. Three hundred sixteen English as a Foreign Language students and eight instructors were recruited as the sample, being randomly assigned into experimental and control groups. Both groups experienced the same teaching sessions and CSCL activities, whereas the experimental group received extra team building interventions from the organization development domain. Mixed results showed that the experimental group gained more positive team experiences and higher CT than the control group. The findings indicate that placing individuals in a CSCL environment might develop learners' CT, on condition that those learners have acquired in-depth collaboration skills and engaged in thought-provoking discussion. The techniques and team building interventions in this study may provide scholars with innovative perspectives to improve their students' social skills and higher-order thinking in a broader context.
ISSN:	1548-3673 1548-3681
DOI:	10.4018/IJeC.376010
Font:	ABI/INFORM Global