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

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Publicado no:International Journal of E-Collaboration vol. 21, no. 1 (2025), p. 1-25
Autor principal: Chen, Yang
Outros Autores: Preston, Joanne C., Li, Yu
Publicado em:
IGI Global
Assuntos:
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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Resumo: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
Fonte:ABI/INFORM Global