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A Formative Evaluation of a Collaborative Problem Solving Instructional Method for a Client-Based Globally-Focused Undergraduate Program

Yinger, Nicholas S.
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1415650091

Abstract Details

2014, Doctor of Philosophy (PhD), Ohio University, Instructional Technology (Education).
American undergraduates completing their degrees and entering the job market are expected to have twenty-first Century skills to be able to solve problems, work collaboratively, think globally, and to use new technology in support of these skills. Nationwide polling suggests that most graduates are entering the workforce lacking the skills that employers desire. Problem-based learning arose from medical education but has been adapted to fit in other disciplines where its outcome is the development of the twenty-first Century skills. Nelson’s (1999) Collaborative Problem Solving instructional model was implemented in a client-based internationally-focused undergraduate problem solving program at a large, Midwestern university. The model was implemented once during the Fall Semester and a second time, with a revised version, during the Spring Semester of the 2013-2014 academic year. Data were collected throughout both semesters to evaluate the model’s effectiveness, efficiency, and appeal through observations, interviewing, an evaluation questionnaire, and document analysis in the form of question prompted student journaling. Findings reveal changes for this context that include methods to help a facilitator model collaborative and problem-solving behavior and to give the students greater experience with collaboration. Specific recommendations for improvements are offered for instructional activities and participant roles. A separate focus is dedicated to the use and implementation of technology to support the CPS model and the development of twenty-first Century skills. Recommendations for the use of technology include discussions of potential uses for discussion boards, a learning management system, an online scheduling client, and a mobile group chat application. A practitioner may use the resulting recommendations for changes to the model in conjunction with the original publication when employing a collaborative problem-solving model in a higher education classroom.
Teresa Franklin (Committee Chair)
Dawn Bikowski (Committee Member)
Greg Emery (Committee Member)
David Moore (Committee Member)
316 p.
Education; Higher Education
Problem-based learning; PBL; Collaboration; Formative Research; Instructional Design; Global Education; Higher Education; Collaborative Learning; Teamwork

Recommended Citations

Citations

  • Yinger, N. S. (2014). A Formative Evaluation of a Collaborative Problem Solving Instructional Method for a Client-Based Globally-Focused Undergraduate Program [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1415650091

    APA Style (7th edition)

  • Yinger, Nicholas. A Formative Evaluation of a Collaborative Problem Solving Instructional Method for a Client-Based Globally-Focused Undergraduate Program. 2014. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1415650091.

    MLA Style (8th edition)

  • Yinger, Nicholas. "A Formative Evaluation of a Collaborative Problem Solving Instructional Method for a Client-Based Globally-Focused Undergraduate Program." Doctoral dissertation, Ohio University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1415650091

    Chicago Manual of Style (17th edition)

ohiou1415650091
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© 2014, all rights reserved.
This open access ETD is published by Ohio University and OhioLINK.