benefits of collaborative problem solving

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• Published: 11 January 2023

The effectiveness of collaborative problem solving in promoting students’ critical thinking: A meta-analysis based on empirical literature

• Enwei Xu   ORCID: orcid.org/0000-0001-6424-8169 1 ,
• Wei Wang 1 &
• Qingxia Wang 1  

Humanities and Social Sciences Communications volume  10 , Article number:  16 ( 2023 ) Cite this article

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Collaborative problem-solving has been widely embraced in the classroom instruction of critical thinking, which is regarded as the core of curriculum reform based on key competencies in the field of education as well as a key competence for learners in the 21st century. However, the effectiveness of collaborative problem-solving in promoting students’ critical thinking remains uncertain. This current research presents the major findings of a meta-analysis of 36 pieces of the literature revealed in worldwide educational periodicals during the 21st century to identify the effectiveness of collaborative problem-solving in promoting students’ critical thinking and to determine, based on evidence, whether and to what extent collaborative problem solving can result in a rise or decrease in critical thinking. The findings show that (1) collaborative problem solving is an effective teaching approach to foster students’ critical thinking, with a significant overall effect size (ES = 0.82, z  = 12.78, P  < 0.01, 95% CI [0.69, 0.95]); (2) in respect to the dimensions of critical thinking, collaborative problem solving can significantly and successfully enhance students’ attitudinal tendencies (ES = 1.17, z  = 7.62, P  < 0.01, 95% CI[0.87, 1.47]); nevertheless, it falls short in terms of improving students’ cognitive skills, having only an upper-middle impact (ES = 0.70, z  = 11.55, P  < 0.01, 95% CI[0.58, 0.82]); and (3) the teaching type (chi 2  = 7.20, P  < 0.05), intervention duration (chi 2  = 12.18, P  < 0.01), subject area (chi 2  = 13.36, P  < 0.05), group size (chi 2  = 8.77, P  < 0.05), and learning scaffold (chi 2  = 9.03, P  < 0.01) all have an impact on critical thinking, and they can be viewed as important moderating factors that affect how critical thinking develops. On the basis of these results, recommendations are made for further study and instruction to better support students’ critical thinking in the context of collaborative problem-solving.

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Introduction.

Although critical thinking has a long history in research, the concept of critical thinking, which is regarded as an essential competence for learners in the 21st century, has recently attracted more attention from researchers and teaching practitioners (National Research Council, 2012 ). Critical thinking should be the core of curriculum reform based on key competencies in the field of education (Peng and Deng, 2017 ) because students with critical thinking can not only understand the meaning of knowledge but also effectively solve practical problems in real life even after knowledge is forgotten (Kek and Huijser, 2011 ). The definition of critical thinking is not universal (Ennis, 1989 ; Castle, 2009 ; Niu et al., 2013 ). In general, the definition of critical thinking is a self-aware and self-regulated thought process (Facione, 1990 ; Niu et al., 2013 ). It refers to the cognitive skills needed to interpret, analyze, synthesize, reason, and evaluate information as well as the attitudinal tendency to apply these abilities (Halpern, 2001 ). The view that critical thinking can be taught and learned through curriculum teaching has been widely supported by many researchers (e.g., Kuncel, 2011 ; Leng and Lu, 2020 ), leading to educators’ efforts to foster it among students. In the field of teaching practice, there are three types of courses for teaching critical thinking (Ennis, 1989 ). The first is an independent curriculum in which critical thinking is taught and cultivated without involving the knowledge of specific disciplines; the second is an integrated curriculum in which critical thinking is integrated into the teaching of other disciplines as a clear teaching goal; and the third is a mixed curriculum in which critical thinking is taught in parallel to the teaching of other disciplines for mixed teaching training. Furthermore, numerous measuring tools have been developed by researchers and educators to measure critical thinking in the context of teaching practice. These include standardized measurement tools, such as WGCTA, CCTST, CCTT, and CCTDI, which have been verified by repeated experiments and are considered effective and reliable by international scholars (Facione and Facione, 1992 ). In short, descriptions of critical thinking, including its two dimensions of attitudinal tendency and cognitive skills, different types of teaching courses, and standardized measurement tools provide a complex normative framework for understanding, teaching, and evaluating critical thinking.

Cultivating critical thinking in curriculum teaching can start with a problem, and one of the most popular critical thinking instructional approaches is problem-based learning (Liu et al., 2020 ). Duch et al. ( 2001 ) noted that problem-based learning in group collaboration is progressive active learning, which can improve students’ critical thinking and problem-solving skills. Collaborative problem-solving is the organic integration of collaborative learning and problem-based learning, which takes learners as the center of the learning process and uses problems with poor structure in real-world situations as the starting point for the learning process (Liang et al., 2017 ). Students learn the knowledge needed to solve problems in a collaborative group, reach a consensus on problems in the field, and form solutions through social cooperation methods, such as dialogue, interpretation, questioning, debate, negotiation, and reflection, thus promoting the development of learners’ domain knowledge and critical thinking (Cindy, 2004 ; Liang et al., 2017 ).

Collaborative problem-solving has been widely used in the teaching practice of critical thinking, and several studies have attempted to conduct a systematic review and meta-analysis of the empirical literature on critical thinking from various perspectives. However, little attention has been paid to the impact of collaborative problem-solving on critical thinking. Therefore, the best approach for developing and enhancing critical thinking throughout collaborative problem-solving is to examine how to implement critical thinking instruction; however, this issue is still unexplored, which means that many teachers are incapable of better instructing critical thinking (Leng and Lu, 2020 ; Niu et al., 2013 ). For example, Huber ( 2016 ) provided the meta-analysis findings of 71 publications on gaining critical thinking over various time frames in college with the aim of determining whether critical thinking was truly teachable. These authors found that learners significantly improve their critical thinking while in college and that critical thinking differs with factors such as teaching strategies, intervention duration, subject area, and teaching type. The usefulness of collaborative problem-solving in fostering students’ critical thinking, however, was not determined by this study, nor did it reveal whether there existed significant variations among the different elements. A meta-analysis of 31 pieces of educational literature was conducted by Liu et al. ( 2020 ) to assess the impact of problem-solving on college students’ critical thinking. These authors found that problem-solving could promote the development of critical thinking among college students and proposed establishing a reasonable group structure for problem-solving in a follow-up study to improve students’ critical thinking. Additionally, previous empirical studies have reached inconclusive and even contradictory conclusions about whether and to what extent collaborative problem-solving increases or decreases critical thinking levels. As an illustration, Yang et al. ( 2008 ) carried out an experiment on the integrated curriculum teaching of college students based on a web bulletin board with the goal of fostering participants’ critical thinking in the context of collaborative problem-solving. These authors’ research revealed that through sharing, debating, examining, and reflecting on various experiences and ideas, collaborative problem-solving can considerably enhance students’ critical thinking in real-life problem situations. In contrast, collaborative problem-solving had a positive impact on learners’ interaction and could improve learning interest and motivation but could not significantly improve students’ critical thinking when compared to traditional classroom teaching, according to research by Naber and Wyatt ( 2014 ) and Sendag and Odabasi ( 2009 ) on undergraduate and high school students, respectively.

The above studies show that there is inconsistency regarding the effectiveness of collaborative problem-solving in promoting students’ critical thinking. Therefore, it is essential to conduct a thorough and trustworthy review to detect and decide whether and to what degree collaborative problem-solving can result in a rise or decrease in critical thinking. Meta-analysis is a quantitative analysis approach that is utilized to examine quantitative data from various separate studies that are all focused on the same research topic. This approach characterizes the effectiveness of its impact by averaging the effect sizes of numerous qualitative studies in an effort to reduce the uncertainty brought on by independent research and produce more conclusive findings (Lipsey and Wilson, 2001 ).

This paper used a meta-analytic approach and carried out a meta-analysis to examine the effectiveness of collaborative problem-solving in promoting students’ critical thinking in order to make a contribution to both research and practice. The following research questions were addressed by this meta-analysis:

What is the overall effect size of collaborative problem-solving in promoting students’ critical thinking and its impact on the two dimensions of critical thinking (i.e., attitudinal tendency and cognitive skills)?

How are the disparities between the study conclusions impacted by various moderating variables if the impacts of various experimental designs in the included studies are heterogeneous?

This research followed the strict procedures (e.g., database searching, identification, screening, eligibility, merging, duplicate removal, and analysis of included studies) of Cooper’s ( 2010 ) proposed meta-analysis approach for examining quantitative data from various separate studies that are all focused on the same research topic. The relevant empirical research that appeared in worldwide educational periodicals within the 21st century was subjected to this meta-analysis using Rev-Man 5.4. The consistency of the data extracted separately by two researchers was tested using Cohen’s kappa coefficient, and a publication bias test and a heterogeneity test were run on the sample data to ascertain the quality of this meta-analysis.

Data sources and search strategies

There were three stages to the data collection process for this meta-analysis, as shown in Fig. 1 , which shows the number of articles included and eliminated during the selection process based on the statement and study eligibility criteria.

This flowchart shows the number of records identified, included and excluded in the article.

First, the databases used to systematically search for relevant articles were the journal papers of the Web of Science Core Collection and the Chinese Core source journal, as well as the Chinese Social Science Citation Index (CSSCI) source journal papers included in CNKI. These databases were selected because they are credible platforms that are sources of scholarly and peer-reviewed information with advanced search tools and contain literature relevant to the subject of our topic from reliable researchers and experts. The search string with the Boolean operator used in the Web of Science was “TS = (((“critical thinking” or “ct” and “pretest” or “posttest”) or (“critical thinking” or “ct” and “control group” or “quasi experiment” or “experiment”)) and (“collaboration” or “collaborative learning” or “CSCL”) and (“problem solving” or “problem-based learning” or “PBL”))”. The research area was “Education Educational Research”, and the search period was “January 1, 2000, to December 30, 2021”. A total of 412 papers were obtained. The search string with the Boolean operator used in the CNKI was “SU = (‘critical thinking’*‘collaboration’ + ‘critical thinking’*‘collaborative learning’ + ‘critical thinking’*‘CSCL’ + ‘critical thinking’*‘problem solving’ + ‘critical thinking’*‘problem-based learning’ + ‘critical thinking’*‘PBL’ + ‘critical thinking’*‘problem oriented’) AND FT = (‘experiment’ + ‘quasi experiment’ + ‘pretest’ + ‘posttest’ + ‘empirical study’)” (translated into Chinese when searching). A total of 56 studies were found throughout the search period of “January 2000 to December 2021”. From the databases, all duplicates and retractions were eliminated before exporting the references into Endnote, a program for managing bibliographic references. In all, 466 studies were found.

Second, the studies that matched the inclusion and exclusion criteria for the meta-analysis were chosen by two researchers after they had reviewed the abstracts and titles of the gathered articles, yielding a total of 126 studies.

Third, two researchers thoroughly reviewed each included article’s whole text in accordance with the inclusion and exclusion criteria. Meanwhile, a snowball search was performed using the references and citations of the included articles to ensure complete coverage of the articles. Ultimately, 36 articles were kept.

Two researchers worked together to carry out this entire process, and a consensus rate of almost 94.7% was reached after discussion and negotiation to clarify any emerging differences.

Eligibility criteria

Since not all the retrieved studies matched the criteria for this meta-analysis, eligibility criteria for both inclusion and exclusion were developed as follows:

The publication language of the included studies was limited to English and Chinese, and the full text could be obtained. Articles that did not meet the publication language and articles not published between 2000 and 2021 were excluded.

The research design of the included studies must be empirical and quantitative studies that can assess the effect of collaborative problem-solving on the development of critical thinking. Articles that could not identify the causal mechanisms by which collaborative problem-solving affects critical thinking, such as review articles and theoretical articles, were excluded.

The research method of the included studies must feature a randomized control experiment or a quasi-experiment, or a natural experiment, which have a higher degree of internal validity with strong experimental designs and can all plausibly provide evidence that critical thinking and collaborative problem-solving are causally related. Articles with non-experimental research methods, such as purely correlational or observational studies, were excluded.

The participants of the included studies were only students in school, including K-12 students and college students. Articles in which the participants were non-school students, such as social workers or adult learners, were excluded.

The research results of the included studies must mention definite signs that may be utilized to gauge critical thinking’s impact (e.g., sample size, mean value, or standard deviation). Articles that lacked specific measurement indicators for critical thinking and could not calculate the effect size were excluded.

Data coding design

In order to perform a meta-analysis, it is necessary to collect the most important information from the articles, codify that information’s properties, and convert descriptive data into quantitative data. Therefore, this study designed a data coding template (see Table 1 ). Ultimately, 16 coding fields were retained.

The designed data-coding template consisted of three pieces of information. Basic information about the papers was included in the descriptive information: the publishing year, author, serial number, and title of the paper.

The variable information for the experimental design had three variables: the independent variable (instruction method), the dependent variable (critical thinking), and the moderating variable (learning stage, teaching type, intervention duration, learning scaffold, group size, measuring tool, and subject area). Depending on the topic of this study, the intervention strategy, as the independent variable, was coded into collaborative and non-collaborative problem-solving. The dependent variable, critical thinking, was coded as a cognitive skill and an attitudinal tendency. And seven moderating variables were created by grouping and combining the experimental design variables discovered within the 36 studies (see Table 1 ), where learning stages were encoded as higher education, high school, middle school, and primary school or lower; teaching types were encoded as mixed courses, integrated courses, and independent courses; intervention durations were encoded as 0–1 weeks, 1–4 weeks, 4–12 weeks, and more than 12 weeks; group sizes were encoded as 2–3 persons, 4–6 persons, 7–10 persons, and more than 10 persons; learning scaffolds were encoded as teacher-supported learning scaffold, technique-supported learning scaffold, and resource-supported learning scaffold; measuring tools were encoded as standardized measurement tools (e.g., WGCTA, CCTT, CCTST, and CCTDI) and self-adapting measurement tools (e.g., modified or made by researchers); and subject areas were encoded according to the specific subjects used in the 36 included studies.

The data information contained three metrics for measuring critical thinking: sample size, average value, and standard deviation. It is vital to remember that studies with various experimental designs frequently adopt various formulas to determine the effect size. And this paper used Morris’ proposed standardized mean difference (SMD) calculation formula ( 2008 , p. 369; see Supplementary Table S3 ).

Procedure for extracting and coding data

According to the data coding template (see Table 1 ), the 36 papers’ information was retrieved by two researchers, who then entered them into Excel (see Supplementary Table S1 ). The results of each study were extracted separately in the data extraction procedure if an article contained numerous studies on critical thinking, or if a study assessed different critical thinking dimensions. For instance, Tiwari et al. ( 2010 ) used four time points, which were viewed as numerous different studies, to examine the outcomes of critical thinking, and Chen ( 2013 ) included the two outcome variables of attitudinal tendency and cognitive skills, which were regarded as two studies. After discussion and negotiation during data extraction, the two researchers’ consistency test coefficients were roughly 93.27%. Supplementary Table S2 details the key characteristics of the 36 included articles with 79 effect quantities, including descriptive information (e.g., the publishing year, author, serial number, and title of the paper), variable information (e.g., independent variables, dependent variables, and moderating variables), and data information (e.g., mean values, standard deviations, and sample size). Following that, testing for publication bias and heterogeneity was done on the sample data using the Rev-Man 5.4 software, and then the test results were used to conduct a meta-analysis.

Publication bias test

When the sample of studies included in a meta-analysis does not accurately reflect the general status of research on the relevant subject, publication bias is said to be exhibited in this research. The reliability and accuracy of the meta-analysis may be impacted by publication bias. Due to this, the meta-analysis needs to check the sample data for publication bias (Stewart et al., 2006 ). A popular method to check for publication bias is the funnel plot; and it is unlikely that there will be publishing bias when the data are equally dispersed on either side of the average effect size and targeted within the higher region. The data are equally dispersed within the higher portion of the efficient zone, consistent with the funnel plot connected with this analysis (see Fig. 2 ), indicating that publication bias is unlikely in this situation.

This funnel plot shows the result of publication bias of 79 effect quantities across 36 studies.

Heterogeneity test

To select the appropriate effect models for the meta-analysis, one might use the results of a heterogeneity test on the data effect sizes. In a meta-analysis, it is common practice to gauge the degree of data heterogeneity using the I 2 value, and I 2  ≥ 50% is typically understood to denote medium-high heterogeneity, which calls for the adoption of a random effect model; if not, a fixed effect model ought to be applied (Lipsey and Wilson, 2001 ). The findings of the heterogeneity test in this paper (see Table 2 ) revealed that I 2 was 86% and displayed significant heterogeneity ( P  < 0.01). To ensure accuracy and reliability, the overall effect size ought to be calculated utilizing the random effect model.

The analysis of the overall effect size

This meta-analysis utilized a random effect model to examine 79 effect quantities from 36 studies after eliminating heterogeneity. In accordance with Cohen’s criterion (Cohen, 1992 ), it is abundantly clear from the analysis results, which are shown in the forest plot of the overall effect (see Fig. 3 ), that the cumulative impact size of cooperative problem-solving is 0.82, which is statistically significant ( z  = 12.78, P  < 0.01, 95% CI [0.69, 0.95]), and can encourage learners to practice critical thinking.

This forest plot shows the analysis result of the overall effect size across 36 studies.

In addition, this study examined two distinct dimensions of critical thinking to better understand the precise contributions that collaborative problem-solving makes to the growth of critical thinking. The findings (see Table 3 ) indicate that collaborative problem-solving improves cognitive skills (ES = 0.70) and attitudinal tendency (ES = 1.17), with significant intergroup differences (chi 2  = 7.95, P  < 0.01). Although collaborative problem-solving improves both dimensions of critical thinking, it is essential to point out that the improvements in students’ attitudinal tendency are much more pronounced and have a significant comprehensive effect (ES = 1.17, z  = 7.62, P  < 0.01, 95% CI [0.87, 1.47]), whereas gains in learners’ cognitive skill are slightly improved and are just above average. (ES = 0.70, z  = 11.55, P  < 0.01, 95% CI [0.58, 0.82]).

The analysis of moderator effect size

The whole forest plot’s 79 effect quantities underwent a two-tailed test, which revealed significant heterogeneity ( I 2  = 86%, z  = 12.78, P  < 0.01), indicating differences between various effect sizes that may have been influenced by moderating factors other than sampling error. Therefore, exploring possible moderating factors that might produce considerable heterogeneity was done using subgroup analysis, such as the learning stage, learning scaffold, teaching type, group size, duration of the intervention, measuring tool, and the subject area included in the 36 experimental designs, in order to further explore the key factors that influence critical thinking. The findings (see Table 4 ) indicate that various moderating factors have advantageous effects on critical thinking. In this situation, the subject area (chi 2  = 13.36, P  < 0.05), group size (chi 2  = 8.77, P  < 0.05), intervention duration (chi 2  = 12.18, P  < 0.01), learning scaffold (chi 2  = 9.03, P  < 0.01), and teaching type (chi 2  = 7.20, P  < 0.05) are all significant moderators that can be applied to support the cultivation of critical thinking. However, since the learning stage and the measuring tools did not significantly differ among intergroup (chi 2  = 3.15, P  = 0.21 > 0.05, and chi 2  = 0.08, P  = 0.78 > 0.05), we are unable to explain why these two factors are crucial in supporting the cultivation of critical thinking in the context of collaborative problem-solving. These are the precise outcomes, as follows:

Various learning stages influenced critical thinking positively, without significant intergroup differences (chi 2  = 3.15, P  = 0.21 > 0.05). High school was first on the list of effect sizes (ES = 1.36, P  < 0.01), then higher education (ES = 0.78, P  < 0.01), and middle school (ES = 0.73, P  < 0.01). These results show that, despite the learning stage’s beneficial influence on cultivating learners’ critical thinking, we are unable to explain why it is essential for cultivating critical thinking in the context of collaborative problem-solving.

Different teaching types had varying degrees of positive impact on critical thinking, with significant intergroup differences (chi 2  = 7.20, P  < 0.05). The effect size was ranked as follows: mixed courses (ES = 1.34, P  < 0.01), integrated courses (ES = 0.81, P  < 0.01), and independent courses (ES = 0.27, P  < 0.01). These results indicate that the most effective approach to cultivate critical thinking utilizing collaborative problem solving is through the teaching type of mixed courses.

Various intervention durations significantly improved critical thinking, and there were significant intergroup differences (chi 2  = 12.18, P  < 0.01). The effect sizes related to this variable showed a tendency to increase with longer intervention durations. The improvement in critical thinking reached a significant level (ES = 0.85, P  < 0.01) after more than 12 weeks of training. These findings indicate that the intervention duration and critical thinking’s impact are positively correlated, with a longer intervention duration having a greater effect.

Different learning scaffolds influenced critical thinking positively, with significant intergroup differences (chi 2  = 9.03, P  < 0.01). The resource-supported learning scaffold (ES = 0.69, P  < 0.01) acquired a medium-to-higher level of impact, the technique-supported learning scaffold (ES = 0.63, P  < 0.01) also attained a medium-to-higher level of impact, and the teacher-supported learning scaffold (ES = 0.92, P  < 0.01) displayed a high level of significant impact. These results show that the learning scaffold with teacher support has the greatest impact on cultivating critical thinking.

Various group sizes influenced critical thinking positively, and the intergroup differences were statistically significant (chi 2  = 8.77, P  < 0.05). Critical thinking showed a general declining trend with increasing group size. The overall effect size of 2–3 people in this situation was the biggest (ES = 0.99, P  < 0.01), and when the group size was greater than 7 people, the improvement in critical thinking was at the lower-middle level (ES < 0.5, P  < 0.01). These results show that the impact on critical thinking is positively connected with group size, and as group size grows, so does the overall impact.

Various measuring tools influenced critical thinking positively, with significant intergroup differences (chi 2  = 0.08, P  = 0.78 > 0.05). In this situation, the self-adapting measurement tools obtained an upper-medium level of effect (ES = 0.78), whereas the complete effect size of the standardized measurement tools was the largest, achieving a significant level of effect (ES = 0.84, P  < 0.01). These results show that, despite the beneficial influence of the measuring tool on cultivating critical thinking, we are unable to explain why it is crucial in fostering the growth of critical thinking by utilizing the approach of collaborative problem-solving.

Different subject areas had a greater impact on critical thinking, and the intergroup differences were statistically significant (chi 2  = 13.36, P  < 0.05). Mathematics had the greatest overall impact, achieving a significant level of effect (ES = 1.68, P  < 0.01), followed by science (ES = 1.25, P  < 0.01) and medical science (ES = 0.87, P  < 0.01), both of which also achieved a significant level of effect. Programming technology was the least effective (ES = 0.39, P  < 0.01), only having a medium-low degree of effect compared to education (ES = 0.72, P  < 0.01) and other fields (such as language, art, and social sciences) (ES = 0.58, P  < 0.01). These results suggest that scientific fields (e.g., mathematics, science) may be the most effective subject areas for cultivating critical thinking utilizing the approach of collaborative problem-solving.

The effectiveness of collaborative problem solving with regard to teaching critical thinking

According to this meta-analysis, using collaborative problem-solving as an intervention strategy in critical thinking teaching has a considerable amount of impact on cultivating learners’ critical thinking as a whole and has a favorable promotional effect on the two dimensions of critical thinking. According to certain studies, collaborative problem solving, the most frequently used critical thinking teaching strategy in curriculum instruction can considerably enhance students’ critical thinking (e.g., Liang et al., 2017 ; Liu et al., 2020 ; Cindy, 2004 ). This meta-analysis provides convergent data support for the above research views. Thus, the findings of this meta-analysis not only effectively address the first research query regarding the overall effect of cultivating critical thinking and its impact on the two dimensions of critical thinking (i.e., attitudinal tendency and cognitive skills) utilizing the approach of collaborative problem-solving, but also enhance our confidence in cultivating critical thinking by using collaborative problem-solving intervention approach in the context of classroom teaching.

Furthermore, the associated improvements in attitudinal tendency are much stronger, but the corresponding improvements in cognitive skill are only marginally better. According to certain studies, cognitive skill differs from the attitudinal tendency in classroom instruction; the cultivation and development of the former as a key ability is a process of gradual accumulation, while the latter as an attitude is affected by the context of the teaching situation (e.g., a novel and exciting teaching approach, challenging and rewarding tasks) (Halpern, 2001 ; Wei and Hong, 2022 ). Collaborative problem-solving as a teaching approach is exciting and interesting, as well as rewarding and challenging; because it takes the learners as the focus and examines problems with poor structure in real situations, and it can inspire students to fully realize their potential for problem-solving, which will significantly improve their attitudinal tendency toward solving problems (Liu et al., 2020 ). Similar to how collaborative problem-solving influences attitudinal tendency, attitudinal tendency impacts cognitive skill when attempting to solve a problem (Liu et al., 2020 ; Zhang et al., 2022 ), and stronger attitudinal tendencies are associated with improved learning achievement and cognitive ability in students (Sison, 2008 ; Zhang et al., 2022 ). It can be seen that the two specific dimensions of critical thinking as well as critical thinking as a whole are affected by collaborative problem-solving, and this study illuminates the nuanced links between cognitive skills and attitudinal tendencies with regard to these two dimensions of critical thinking. To fully develop students’ capacity for critical thinking, future empirical research should pay closer attention to cognitive skills.

The moderating effects of collaborative problem solving with regard to teaching critical thinking

In order to further explore the key factors that influence critical thinking, exploring possible moderating effects that might produce considerable heterogeneity was done using subgroup analysis. The findings show that the moderating factors, such as the teaching type, learning stage, group size, learning scaffold, duration of the intervention, measuring tool, and the subject area included in the 36 experimental designs, could all support the cultivation of collaborative problem-solving in critical thinking. Among them, the effect size differences between the learning stage and measuring tool are not significant, which does not explain why these two factors are crucial in supporting the cultivation of critical thinking utilizing the approach of collaborative problem-solving.

In terms of the learning stage, various learning stages influenced critical thinking positively without significant intergroup differences, indicating that we are unable to explain why it is crucial in fostering the growth of critical thinking.

Although high education accounts for 70.89% of all empirical studies performed by researchers, high school may be the appropriate learning stage to foster students’ critical thinking by utilizing the approach of collaborative problem-solving since it has the largest overall effect size. This phenomenon may be related to student’s cognitive development, which needs to be further studied in follow-up research.

With regard to teaching type, mixed course teaching may be the best teaching method to cultivate students’ critical thinking. Relevant studies have shown that in the actual teaching process if students are trained in thinking methods alone, the methods they learn are isolated and divorced from subject knowledge, which is not conducive to their transfer of thinking methods; therefore, if students’ thinking is trained only in subject teaching without systematic method training, it is challenging to apply to real-world circumstances (Ruggiero, 2012 ; Hu and Liu, 2015 ). Teaching critical thinking as mixed course teaching in parallel to other subject teachings can achieve the best effect on learners’ critical thinking, and explicit critical thinking instruction is more effective than less explicit critical thinking instruction (Bensley and Spero, 2014 ).

In terms of the intervention duration, with longer intervention times, the overall effect size shows an upward tendency. Thus, the intervention duration and critical thinking’s impact are positively correlated. Critical thinking, as a key competency for students in the 21st century, is difficult to get a meaningful improvement in a brief intervention duration. Instead, it could be developed over a lengthy period of time through consistent teaching and the progressive accumulation of knowledge (Halpern, 2001 ; Hu and Liu, 2015 ). Therefore, future empirical studies ought to take these restrictions into account throughout a longer period of critical thinking instruction.

With regard to group size, a group size of 2–3 persons has the highest effect size, and the comprehensive effect size decreases with increasing group size in general. This outcome is in line with some research findings; as an example, a group composed of two to four members is most appropriate for collaborative learning (Schellens and Valcke, 2006 ). However, the meta-analysis results also indicate that once the group size exceeds 7 people, small groups cannot produce better interaction and performance than large groups. This may be because the learning scaffolds of technique support, resource support, and teacher support improve the frequency and effectiveness of interaction among group members, and a collaborative group with more members may increase the diversity of views, which is helpful to cultivate critical thinking utilizing the approach of collaborative problem-solving.

With regard to the learning scaffold, the three different kinds of learning scaffolds can all enhance critical thinking. Among them, the teacher-supported learning scaffold has the largest overall effect size, demonstrating the interdependence of effective learning scaffolds and collaborative problem-solving. This outcome is in line with some research findings; as an example, a successful strategy is to encourage learners to collaborate, come up with solutions, and develop critical thinking skills by using learning scaffolds (Reiser, 2004 ; Xu et al., 2022 ); learning scaffolds can lower task complexity and unpleasant feelings while also enticing students to engage in learning activities (Wood et al., 2006 ); learning scaffolds are designed to assist students in using learning approaches more successfully to adapt the collaborative problem-solving process, and the teacher-supported learning scaffolds have the greatest influence on critical thinking in this process because they are more targeted, informative, and timely (Xu et al., 2022 ).

With respect to the measuring tool, despite the fact that standardized measurement tools (such as the WGCTA, CCTT, and CCTST) have been acknowledged as trustworthy and effective by worldwide experts, only 54.43% of the research included in this meta-analysis adopted them for assessment, and the results indicated no intergroup differences. These results suggest that not all teaching circumstances are appropriate for measuring critical thinking using standardized measurement tools. “The measuring tools for measuring thinking ability have limits in assessing learners in educational situations and should be adapted appropriately to accurately assess the changes in learners’ critical thinking.”, according to Simpson and Courtney ( 2002 , p. 91). As a result, in order to more fully and precisely gauge how learners’ critical thinking has evolved, we must properly modify standardized measuring tools based on collaborative problem-solving learning contexts.

With regard to the subject area, the comprehensive effect size of science departments (e.g., mathematics, science, medical science) is larger than that of language arts and social sciences. Some recent international education reforms have noted that critical thinking is a basic part of scientific literacy. Students with scientific literacy can prove the rationality of their judgment according to accurate evidence and reasonable standards when they face challenges or poorly structured problems (Kyndt et al., 2013 ), which makes critical thinking crucial for developing scientific understanding and applying this understanding to practical problem solving for problems related to science, technology, and society (Yore et al., 2007 ).

Suggestions for critical thinking teaching

Other than those stated in the discussion above, the following suggestions are offered for critical thinking instruction utilizing the approach of collaborative problem-solving.

First, teachers should put a special emphasis on the two core elements, which are collaboration and problem-solving, to design real problems based on collaborative situations. This meta-analysis provides evidence to support the view that collaborative problem-solving has a strong synergistic effect on promoting students’ critical thinking. Asking questions about real situations and allowing learners to take part in critical discussions on real problems during class instruction are key ways to teach critical thinking rather than simply reading speculative articles without practice (Mulnix, 2012 ). Furthermore, the improvement of students’ critical thinking is realized through cognitive conflict with other learners in the problem situation (Yang et al., 2008 ). Consequently, it is essential for teachers to put a special emphasis on the two core elements, which are collaboration and problem-solving, and design real problems and encourage students to discuss, negotiate, and argue based on collaborative problem-solving situations.

Second, teachers should design and implement mixed courses to cultivate learners’ critical thinking, utilizing the approach of collaborative problem-solving. Critical thinking can be taught through curriculum instruction (Kuncel, 2011 ; Leng and Lu, 2020 ), with the goal of cultivating learners’ critical thinking for flexible transfer and application in real problem-solving situations. This meta-analysis shows that mixed course teaching has a highly substantial impact on the cultivation and promotion of learners’ critical thinking. Therefore, teachers should design and implement mixed course teaching with real collaborative problem-solving situations in combination with the knowledge content of specific disciplines in conventional teaching, teach methods and strategies of critical thinking based on poorly structured problems to help students master critical thinking, and provide practical activities in which students can interact with each other to develop knowledge construction and critical thinking utilizing the approach of collaborative problem-solving.

Third, teachers should be more trained in critical thinking, particularly preservice teachers, and they also should be conscious of the ways in which teachers’ support for learning scaffolds can promote critical thinking. The learning scaffold supported by teachers had the greatest impact on learners’ critical thinking, in addition to being more directive, targeted, and timely (Wood et al., 2006 ). Critical thinking can only be effectively taught when teachers recognize the significance of critical thinking for students’ growth and use the proper approaches while designing instructional activities (Forawi, 2016 ). Therefore, with the intention of enabling teachers to create learning scaffolds to cultivate learners’ critical thinking utilizing the approach of collaborative problem solving, it is essential to concentrate on the teacher-supported learning scaffolds and enhance the instruction for teaching critical thinking to teachers, especially preservice teachers.

Implications and limitations

There are certain limitations in this meta-analysis, but future research can correct them. First, the search languages were restricted to English and Chinese, so it is possible that pertinent studies that were written in other languages were overlooked, resulting in an inadequate number of articles for review. Second, these data provided by the included studies are partially missing, such as whether teachers were trained in the theory and practice of critical thinking, the average age and gender of learners, and the differences in critical thinking among learners of various ages and genders. Third, as is typical for review articles, more studies were released while this meta-analysis was being done; therefore, it had a time limit. With the development of relevant research, future studies focusing on these issues are highly relevant and needed.

Conclusions

The subject of the magnitude of collaborative problem-solving’s impact on fostering students’ critical thinking, which received scant attention from other studies, was successfully addressed by this study. The question of the effectiveness of collaborative problem-solving in promoting students’ critical thinking was addressed in this study, which addressed a topic that had gotten little attention in earlier research. The following conclusions can be made:

Regarding the results obtained, collaborative problem solving is an effective teaching approach to foster learners’ critical thinking, with a significant overall effect size (ES = 0.82, z  = 12.78, P  < 0.01, 95% CI [0.69, 0.95]). With respect to the dimensions of critical thinking, collaborative problem-solving can significantly and effectively improve students’ attitudinal tendency, and the comprehensive effect is significant (ES = 1.17, z  = 7.62, P  < 0.01, 95% CI [0.87, 1.47]); nevertheless, it falls short in terms of improving students’ cognitive skills, having only an upper-middle impact (ES = 0.70, z  = 11.55, P  < 0.01, 95% CI [0.58, 0.82]).

As demonstrated by both the results and the discussion, there are varying degrees of beneficial effects on students’ critical thinking from all seven moderating factors, which were found across 36 studies. In this context, the teaching type (chi 2  = 7.20, P  < 0.05), intervention duration (chi 2  = 12.18, P  < 0.01), subject area (chi 2  = 13.36, P  < 0.05), group size (chi 2  = 8.77, P  < 0.05), and learning scaffold (chi 2  = 9.03, P  < 0.01) all have a positive impact on critical thinking, and they can be viewed as important moderating factors that affect how critical thinking develops. Since the learning stage (chi 2  = 3.15, P  = 0.21 > 0.05) and measuring tools (chi 2  = 0.08, P  = 0.78 > 0.05) did not demonstrate any significant intergroup differences, we are unable to explain why these two factors are crucial in supporting the cultivation of critical thinking in the context of collaborative problem-solving.

Data availability

All data generated or analyzed during this study are included within the article and its supplementary information files, and the supplementary information files are available in the Dataverse repository: https://doi.org/10.7910/DVN/IPFJO6 .

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Acknowledgements

This research was supported by the graduate scientific research and innovation project of Xinjiang Uygur Autonomous Region named “Research on in-depth learning of high school information technology courses for the cultivation of computing thinking” (No. XJ2022G190) and the independent innovation fund project for doctoral students of the College of Educational Science of Xinjiang Normal University named “Research on project-based teaching of high school information technology courses from the perspective of discipline core literacy” (No. XJNUJKYA2003).

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Xu, E., Wang, W. & Wang, Q. The effectiveness of collaborative problem solving in promoting students’ critical thinking: A meta-analysis based on empirical literature. Humanit Soc Sci Commun 10 , 16 (2023). https://doi.org/10.1057/s41599-023-01508-1

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9 Collaboration techniques to solve problems: A guide for leaders and people managers

Knowing when to ask for help is a strength. Learn why collaboration to solve problems is essential to your business and how to promote a culture of teamwork.

Table of Contents

Imagine you’re in Rome for the summer. You don’t speak the language and the transportation system is completely different from your home country. 

You’re using Google Maps and a translation app to read signs and get around on your own. But after wandering around the Roma Termini for 15 minutes with no idea where to find your train platform, it’s time to get some help.

In this case, no one would think less of you for asking for directions. So why are we often too worried about being judged to do the same at work?

It’s a strength to know when to seek help and use collaboration to solve problems. Acknowledging that there are things you don’t know or can’t solve on your own isn’t only smart, but is actually more productive. As soon as you and your team start playing to each other’s strengths, you’ll find those KPIs far more achievable.

Instead of spinning their wheels when they’re stuck on a problem, your team needs to know when to bring in an outside perspective to find possible solutions. By the end of this article, you’ll have a clear understanding of the benefits of collaborative problem-solving and learn how to get your team working together to overcome challenges.

Work together to find the best solutions to your business problems. Add a whiteboard to your Switchboard room and collect your team’s ideas live or async. Learn more

Benefits of collaborative problem solving

Solving complex problems in groups helps you find solutions faster. With more perspectives in the room, you’ll get ideas you’d never have thought of alone. In fact, collaboration can cause teams to spend 24% less time on idea generation. Together, you’ll spark more ideas and reach innovative solutions more quickly.

Not only that, but looking at problems in groups allows your team to learn from others, which can make them more resilient to issues in future. 

Peer-to-peer learning is also an opportunity to upskill your team while strengthening their relationships. That’s because collaborative problem-solving encourages people to trust each other as they work together towards common goals. It’s team collaboration best practice to encourage your team to share ideas without risk of humiliation.

How to get your team to solve problems collaboratively

Promoting collaborative problem-solving skills within your team allows you to create a culture where people are comfortable seeking feedback on their work. That means you won’t have to host a dedicated brainstorming session to get your team to collaborate—they’ll just start doing it naturally.

To get there, you need to foster a psychologically safe environment, provide them with the right tools, and reinforce the power of teamwork whenever possible. Here are ways to enable a collaborative problem-solving culture: 

1. Create the right environment 

Simply inviting your team to work together isn’t enough for them to actually do it. You need to foster psychological safety so they feel comfortable sharing ideas and aren’t afraid of getting called out if they are wrong. 

It all starts with your team culture 

Your culture should be supportive, inclusive, safe, trusting, respectful, and empathetic. It should make people certain that asking for help is a sign of strength, not weakness. 

Remind your team that brainstorming spaces are safe and all ideas are welcomed. They shouldn’t wait until they have a perfect solution to intervene. Be open-minded and treat all ideas as important even if you think they aren’t viable. This can be as simple as writing down all solutions on a shared document and asking questions for further clarification. 

Give them what they need to do their job  

Set your team up with the necessary resources and information to solve problems effectively. This includes written guidelines or even training on communication, leading a brainstorming session, or problem solving skills.

Also, technology improves collaboration in the workplace , so equip your team with the right tools for effective communication, information sharing, and project management. Make sure your team finds it easy to work with the tools they have. If they struggle to reach team mates due to technicalities, they’ll likely end up working on their own. 

Switchboard can support your existing tech stack since all browser-based apps work in their persistent rooms. In this visual digital workspace , team members always know where to find project-related information and can work together on those apps directly from Switchboard—without switching tabs.

2. Promote open, transparent communication and feedback  

A huge part of creating a psychologically safe environment for collaboration is encouraging open communication and establishing a culture that embraces feedback. Using active listening techniques, such as paraphrasing their words to check your understanding, can help you truly understand individual points of view focusing only on your answer.

For example, if your team member is struggling to find the words to express themselves, don’t jump in straight away with your own assumptions. Listen openly and let them fill the silence with their thoughts. Then, try and summarize what they’ve said so far and let them correct you.

It’s also important to be transparent when setting goals and addressing potential setbacks. 

“The clearer you can be about what you need as a leader, what you need from your team, and what your clients need, you’ll be able to take action that's in alignment with creating that outcome,” says Tarah Keech , Founder of Tarah Keech Coaching . 

Finally, follow-up on discussions when you have results so each contributor can see the impact of their input.

3. Set clear common goals 

What makes collaboration different from compromising, for example, is that you get to work toward a common objective . When team members have a shared purpose, they become allies and are more likely to work together to find the best solution possible, instead of trying to be in the right. 

For instance, when you offer profit sharing, people earn more money if the company makes higher revenue. That means if two people work together on finding a solution, they’ll likely decide on the one that’s better for the business—because, in the end, it’ll be beneficial for both.

Also, when you set clear goals for the collaboration, you get more focused answers and help improve team productivity. For example, start a brainstorming session by clearly stating the problem “Sign-ups are down by 1%, we need to come up with ideas to get back to the regular signup rate.” 

Making it clear that you’ve identified a gap and know exactly what you need from others helps them understand why the session is relevant and what they need to do. 

4. Present collaboration as a win-win 

If you don’t set up a collaborative culture, team members will spin their wheels rather than get help to solve a problem. It’s crucial that you explain the benefits of collaboration clearly to your team so you can: 

• Reach profitable business solutions
• Make people feel heard and valued 
• Bring your team together
• Increase trust in the company’s decisions
• Make people feel part of something bigger
• Promote knowledge sharing

It’s your job to help team members understand that collaboration is beneficial for both individual and collective success—and find win-win scenarios.

5. Eliminate silos and solicit diverse opinions

Working in silos can affect productivity and morale as people spend more time coming up with solutions. A way to eliminate silos is by encouraging cross-functional projects and hosting team-building activities for colleagues to get to know each other. 

“The only path that creates positive change is the one you haven't taken yet,” says Tarah. Encouraging teamwork allows you to come up with more diverse alternatives to problems. “And, the fastest way to identify the path that works is by using each other as resources and co-creators,” she adds. 

Gather multiple perspectives on a problem by ensuring everyone shares their thoughts even if they’re introverted. For example, create a Switchboard room and invite everyone to add one or two ideas to the whiteboard either during or before the meeting. Then, go over each one of those ideas and vote on the best ones. This can happen anonymously so people feel more comfortable sharing their thoughts.

This is an easy way to bring diverse people together and see problems from multiple perspectives. “We all have stories from our lives where we pull lessons from. Imagine if we had access to other people's lessons. How much time would that save us?” says Tarah. 

6. Train your team on how to resolve conflicts 

Conflict resolution is a skill all managers should have, so make sure to give training on this topic. Equip your team with problem-resolution skills—for them to find mutually beneficial solutions. This will allow them to address disagreements and conflicts before they escalate to something bigger. Do this by:

Leaving your ego at the door 

Many times conflicts occur when people take things personally or when you enter team meetings with your ego by your side. 

The best advice for learning how to solve conflicts is to leave your ego at the door and assume you all want what’s best for the business. The idea of working together toward a common goal instead of discussing who’s right or which proposal is best helps reach consensus and a better alternative to all ideas.

7. “Yes, and…” every idea

This concept comes from improv and means acknowledging others’ proposals and adding to them. Improv actors use this technique to come up with stories in a group.

For example, someone enters the scene and goes “Help, mother, help!” The next person should say “ Yes , dear, I’m here. And , what do you need?” If they enter the room and say “I’ve told you a thousand times, I’m not your mother,” it’ll neglect the first actor’s proposal and can make the story stagnant. 

You can apply this practice to business teamwork. If during collaborative problem-solving, you suggest an idea and someone neglects that thought, the conversation goes nowhere. 

Instead, try establishing a “yes, and…” mentality to move the conversation forward. This is an example of how this would look in practice:

• Do: “I think the problem is that users are struggling to find the sign-up button.” “ Yes , that’s a potential issue, and it might also be because the color of the button doesn’t stand out. Let’s look at our web page analytics.” 
• Don’t: “I think the problem is that users are struggling to find the sign-up button.” “Hmm, not really , we’ve conducted usability testing and that was never an issue.”

This mindset gives space for ideas to grow, even if they seem off the mark initially. Let people explain their thoughts and you'll be surprised how solutions can result. Avoid premature judgment and create a safe space for creativity and exploration.

8. Play to everyone’s strengths 

You can’t expect the same type of insights from all team members. The beauty of having diverse people on your team is that they can all add to the conversation from their unique perspectives. 

Assign roles and responsibilities based on team members' strengths and expertise. Encourage collaboration and reach potential solutions to problems by assigning tasks that require different skill sets. 

For example, let’s say the customer support team’s workload increased in the last month. They don’t know why, but people keep complaining about their orders being wrong. The team is so busy trying to find quick solutions for the customers that they can’t take the time to get to the root cause of the problem. 

You can’t afford to close the online store and decide to host a brainstorming session with one or two key players from each department. Inviting them to this session helps bring their own experiences to the table and will help you find the problem faster. Not necessarily the ones affected by an issue are the most suited to solve it. 

9. Recognize and reward teamwork 

Acknowledge and appreciate collaborative efforts within the team. Recognize individuals who actively contribute to problem-solving and emphasize the importance of teamwork. This will help you keep your team engaged and motivated as well as remind everyone that if they collaborate, they might get rewarded. 

Give negative feedback in private with useful examples, and celebrate successes in public as a team. However, not everyone likes public recognition, so take time to understand what motivates different people from your team and implement it.

Encourage risk taking and turn failure into learning opportunities. Part of collaborating toward solutions is understanding that making mistakes is part of the process, and the faster you get to fail, the better.

The fastest way to succeed is by solving problems in groups

You can make mistakes as a tourist in Rome because the worst thing that could happen is getting lost for a couple of hours (and you can always call an Uber).

It’s different at work. Many people think that making mistakes could cause them to build up a bad reputation or, in extreme cases, lose their  job. However, that mindset is what causes you to get stuck on a problem. And, if you don’t ask others to support you, you might struggle to come up with solutions in a timely manner. 

But asking for help isn’t a mistake. It’s a sign of strength and your company should encourage people to seek different perspectives. To encourage your team to use collaboration to solve problems, build a psychologically safe environment for people to speak openly about their ideas. 

Set common goals, eliminate siloed work, and promote a “yes, and…” mentality. And, along with leaving your ego at the door, you should get equipped with the right team collaboration tools . 

Using a tool like Switchboard makes it easy for your team to work together to solve problems in a shared room. There, everyone can add files, edit content directly from browser-based applications, or include their ideas on a whiteboard to simplify team communication and reach solutions faster.

Work in groups to find the best solution to your business problems. Add a whiteboard to your Switchboard room and collect your worker’s ideas live or async. Learn more

Frequently asked questions about collaboration to solve problems

What is the purpose of collaboration.

The purpose of collaboration is to bring diverse people together to share ideas to work together towards solving a common goal. Teamwork can help organizations:

• Shorten decision-making loops
• Solve problems faster
• Drive innovation
• Improve knowledge sharing
• Tighten team relationships
• Get better at managing conflict
• Create a sense of belonging

What is the difference between collaboration and compromise?

The difference between collaboration and compromise is that the first one aims to reach a common goal; while compromising, means finding a middle ground. Collaboration presents the opportunity to reach win-win solutions while compromising means someone needs to cede.

What is the difference between brainstorming and collaborative problem-solving?

The difference between brainstorming and collaborative problem-solving is that brainstorming is meant for doing group work to come up with ideas that may or may not solve a problem. Collaborative problem-solving, on the other hand, is much more structured and aims to find practical solutions to a specific problem (brainstorming can be one of the techniques used to reach that solution).

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Stop, collaborate, and listen.

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10 Main Benefits of Collaborative Learning

magine this —  a group of intrepid explorers embarks on a challenging mountain ascent. As they navigate rugged terrain and conquer obstacles together, a profound lesson unfolds — the strength lies not just in individual skills but in the harmonious synergy of collective effort. This adventure mirrors the essence of collaborative learning, where each participant contributes their unique expertise to conquer the peaks of knowledge.

Let's delve deep into the exhilarating journey of why collaboration is important in education, top collaborative learning benefits, and how to achieve real collective triumph through technologies.

What is Collaborative Learning?

Collaborative learning stands as a strategic approach rooted in group dynamics, bringing teams together to achieve a shared objective. A pivotal aspect of collaborative teaching strategy lies in showcasing the positive impact of individual autonomy and the expression of personal abilities while upholding personal responsibility. Within collaborative learning, students engage in joint efforts on tasks or projects.

Crucially, it's worth noting that students collaboratively contribute to a collective goal in this learning style, each tackling a distinct task . The concept hinges on individuals within this environment honing their skills, and witnessing firsthand how their contributions ripple through the group.

Beyond the academic realm, this collaborative synergy extends to the professional sphere, fostering camaraderie and fortifying bonds among teams. It becomes an avenue for individuals to acquaint themselves with their colleagues, gaining insights into both strengths and weaknesses. 

This social interplay not only contributes to skill development but also cultivates essential interpersonal abilities like problem-solving, communication, and collaboration.

10 Benefits of Collaborative Learning

Collaborative learning makes the learning process enjoyable but also serves as an effective avenue for skill development. Here are ten key benefits of collaborative learning:

#1. Enhancing Problem-Solving Skills

Collaborative learning projects often require groups to complete a task or solve a problem. Throughout this process, participants encounter a spectrum of potential solutions from individuals with diverse opinions and perspectives. People contribute unique ideas that their teammates might not have considered. Subsequently, the group engages in discussions and analysis to identify the best solution.

💡 Working on a problem or task as a group helps individuals develop their own problem-solving skills and discover new approaches to handling various work situations.

#2. Fostering Social Interaction

Effective collaborative learning groups necessitate teamwork. These groups may include individuals with different personality types. By working together and sharing ideas, participants can practice and enhance social skills such as active listening, empathy, and respect.

💡 Solid social skills contribute to the formation and maintenance of strong personal and professional relationships.

#3. Promoting Diversity

Collaborative learning typically brings together people from diverse backgrounds, beliefs, educational levels, and ages. This diversity can introduce new ideas and perspectives unique to one's culture or education.

💡 As a result, collaborative learning fosters open-mindedness and acceptance in the workplace.

#4. Improving Communication Skills

Collaborative learning relies on effective communication to accomplish a task. Participants use verbal communication skills to share ideas, explain concepts, and provide clear and concise feedback. They also employ written communication skills if the task involves activities like group writing or peer editing.

💡 The more individuals practice communication skills in these environments, the stronger these skills tend to become.

#5. Inspiring Creativity

The amalgamation of different viewpoints and ideas often results in creative solutions in collaborative learning tasks. An individual's idea or suggestion can inspire a new and creative thought from other team members. Collaborative learning nurtures this creative thinking by blending perspectives and personality types.

Imagine yourself in a product designers' brainstorming session at Apple. As the team discusses refining the user interface for a new device, one designer's concept for an intuitive navigation system might ignite a flurry of ideas from others.

💡 This collaborative exchange sparks creative synergies, culminating in the development of an innovative interface that seamlessly integrates user experience with cutting-edge design.

#6. Building Trust

Collaborative learning groups must work together to achieve their goal, relying on each other for success. Consequently, they must learn to trust one another.

💡 This trust can carry over into future interactions in the workplace, potentially leading to increased productivity and morale.

#7. Boosting Confidence

When working in a group, team members support each other as they progress toward a common goal. Collaborative learning can be particularly beneficial for shy, anxious, or introverted individuals. 

💡 A supportive group atmosphere can help them build confidence, encouraging them to share their opinions and contribute to discussions. Consequently, their confidence may grow as they realize their value to the group.

#8. Encouraging Commitment

Successful collaborative learning requires the participation of all participants. It encourages passive individuals to become more involved and active in the project or discussion. 

This type of learning is an effective way to engage quiet or inactive peers, making them more interested and involved in a project.

💡 Engaged individuals in their work are often more productive and have a more positive attitude.

#9. Fostering Enjoyment

Learning in a group is more enjoyable and less tedious than reading training materials, listening to a lecture, or watching an instructional video alone. Many collaborative learning activities include fun tasks such as solving puzzles, role-playing, and games. 

For instance, in a virtual group project where students collaborate on a case study, they engage in lively discussions via video conferencing, share diverse perspectives through online forums, and simulate problem-solving scenarios using interactive tools. During collaborative learning exercises, teams often feel more comfortable, relaxed, and capable of laughing and having fun.

💡 When learning experiences are enjoyable, people are more likely to remember what they learned and look forward to learning more in the future.

#10. Cultivating Critical Thinking Skills

Collaborative learning can encourage participants to think at a higher level. They must analyze and discuss information to make the best decision or solve a problem. By having to explain their ideas and interpret and evaluate others' ideas, individuals can improve their critical thinking skills.

💡 Critical thinking is crucial for conflict resolution, idea generation, and ensuring projects are completed smoothly and efficiently.

Practice that Builds Relationships

Collaborative learning leads to forging new friendships and strengthening existing relationships. It often brings together people who might not have met or worked together under normal circumstances.

As team members spend time working together on a collaborative learning project, they get to know each other better. This can lead to positive personal and professional relationships and higher morale.

Lastly, if a supervisor or teacher participates in or leads the collaborative learning effort, it can help that person better understand their employees and strengthen their professional relationships.

The Role of Technology in Collaborative Learning

Utilizing technology has the potential to significantly enhance the advantages of collaborative learning, providing innovative solutions to connect and involve students in meaningful ways. Digital platforms play a pivotal role in fostering cooperation and engagement within the educational landscape.

▪️ Learning Management Systems

Utilizing learning management systems such as EducateMe , Canvas, Moodle, etc., goes beyond simple collaboration in education; these platforms serve as comprehensive hubs for organizing and delivering educational resources. Moreover, they provide valuable insights into student progress and performance, enabling educators to tailor their teaching methods to address individual needs effectively.

▪️ Collaborative Learning Platforms

Digital platforms such as Google Classroom, Microsoft Teams, and Zoom exemplify the power of real-time collaboration, streamlining the process for students to cooperate seamlessly. Through these platforms, students can effortlessly work together, share resources, and engage in discussions, transcending geographical constraints for a more inclusive learning environment.

▪️ Interactive Learning Tools

Incorporating interactive learning tools like Kahoot, Quizlet, and Padlet introduces an element of gamification into the learning process, transforming education into an interactive and engaging experience. For instance, Kahoot allows educators to create quizzes with competitive elements, fostering a sense of excitement and competition among students, ultimately enhancing their retention of information.

▪️ Artificial Intelligence

Artificial intelligence technologies can be employed to create personalized learning experiences for students even in collaborative learning. AI algorithms can analyze individual learning styles and preferences, tailoring educational content to meet the specific needs of each student. This fosters a more adaptive and inclusive learning environment, where students can progress at their own pace and focus on areas that require additional attention.

▪️ Virtual Reality 

Integrating virtual reality into collaborative learning brings a new dimension to education. Students can engage in immersive experiences, such as virtual group field trips or simulations, fostering a deeper understanding of complex concepts. For example, exploring ancient civilizations through a virtual tour or conducting virtual science experiments enhances the educational journey, making it more captivating and memorable.

Discover more about the best technologies for collaborative learning in our guide “ 10+ Best Collaborative Learning Tools for 2023 ”. 

Final Thought

In the words of Helen Keller, "Alone we can do so little; together we can do so much." The crux of collaborative learning lies in this conviction of the potency of teamwork and collective intelligence.

Collaborative learning presents a multitude of advantages and holds the potential to revolutionize the contemporary education system. Educators can amplify student engagement and improve learning outcomes significantly by implementing technology capabilities.

Here, EducateMe collaborative LMS will be your perfect partner. Discover its collaborative learning capabilities , or simply give it a spin with a free trial version .

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Collaborative Problem Solving: What It Is and How to Do It

What is collaborative problem solving, how to solve problems as a team, celebrating success as a team.

Problems arise. That's a well-known fact of life and business. When they do, it may seem more straightforward to take individual ownership of the problem and immediately run with trying to solve it. However, the most effective problem-solving solutions often come through collaborative problem solving.

As defined by Webster's Dictionary , the word collaborate is to work jointly with others or together, especially in an intellectual endeavor. Therefore, collaborative problem solving (CPS) is essentially solving problems by working together as a team. While problems can and are solved individually, CPS often brings about the best resolution to a problem while also developing a team atmosphere and encouraging creative thinking.

Because collaborative problem solving involves multiple people and ideas, there are some techniques that can help you stay on track, engage efficiently, and communicate effectively during collaboration.

• Set Expectations. From the very beginning, expectations for openness and respect must be established for CPS to be effective. Everyone participating should feel that their ideas will be heard and valued.
• Provide Variety. Another way of providing variety can be by eliciting individuals outside the organization but affected by the problem. This may mean involving various levels of leadership from the ground floor to the top of the organization. It may be that you involve someone from bookkeeping in a marketing problem-solving session. A perspective from someone not involved in the day-to-day of the problem can often provide valuable insight.
• Communicate Clearly.  If the problem is not well-defined, the solution can't be. By clearly defining the problem, the framework for collaborative problem solving is narrowed and more effective.
• Expand the Possibilities.  Think beyond what is offered. Take a discarded idea and expand upon it. Turn it upside down and inside out. What is good about it? What needs improvement? Sometimes the best ideas are those that have been discarded rather than reworked.
• Encourage Creativity.  Out-of-the-box thinking is one of the great benefits of collaborative problem-solving. This may mean that solutions are proposed that have no way of working, but a small nugget makes its way from that creative thought to evolution into the perfect solution.
• Provide Positive Feedback. There are many reasons participants may hold back in a collaborative problem-solving meeting. Fear of performance evaluation, lack of confidence, lack of clarity, and hierarchy concerns are just a few of the reasons people may not initially participate in a meeting. Positive public feedback early on in the meeting will eliminate some of these concerns and create more participation and more possible solutions.
• Consider Solutions. Once several possible ideas have been identified, discuss the advantages and drawbacks of each one until a consensus is made.
• Assign Tasks.  A problem identified and a solution selected is not a problem solved. Once a solution is determined, assign tasks to work towards a resolution. A team that has been invested in the creation of the solution will be invested in its resolution. The best time to act is now.
• Evaluate the Solution. Reconnect as a team once the solution is implemented and the problem is solved. What went well? What didn't? Why? Collaboration doesn't necessarily end when the problem is solved. The solution to the problem is often the next step towards a new collaboration.

The burden that is lifted when a problem is solved is enough victory for some. However, a team that plays together should celebrate together. It's not only collaboration that brings unity to a team. It's also the combined celebration of a unified victory—the moment you look around and realize the collectiveness of your success.

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How to ace collaborative problem solving

April 30, 2023 They say two heads are better than one, but is that true when it comes to solving problems in the workplace? To solve any problem—whether personal (eg, deciding where to live), business-related (eg, raising product prices), or societal (eg, reversing the obesity epidemic)—it’s crucial to first define the problem. In a team setting, that translates to establishing a collective understanding of the problem, awareness of context, and alignment of stakeholders. “Both good strategy and good problem solving involve getting clarity about the problem at hand, being able to disaggregate it in some way, and setting priorities,” Rob McLean, McKinsey director emeritus, told McKinsey senior partner Chris Bradley  in an Inside the Strategy Room podcast episode . Check out these insights to uncover how your team can come up with the best solutions for the most complex challenges by adopting a methodical and collaborative approach. 

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• Collaborative Problem Solving in Schools »

Collaborative Problem Solving in Schools

Collaborative Problem Solving ® (CPS) is an evidence-based, trauma-informed practice that helps students meet expectations, reduces concerning behavior, builds students’ skills, and strengthens their relationships with educators.

Collaborative Problem Solving is designed to meet the needs of all children, including those with social, emotional, and behavioral challenges. It promotes the understanding that students who have trouble meeting expectations or managing their behavior lack the skill—not the will—to do so. These students struggle with skills related to problem-solving, flexibility, and frustration tolerance. Collaborative Problem Solving has been shown to help build these skills.

Collaborative Problem Solving avoids using power, control, and motivational procedures. Instead, it focuses on collaborating with students to solve the problems leading to them not meeting expectations and displaying concerning behavior. This trauma-informed approach provides staff with actionable strategies for trauma-sensitive education and aims to mitigate implicit bias’s impact on school discipline . It integrates with MTSS frameworks, PBIS, restorative practices, and SEL approaches, such as RULER. Collaborative Problem Solving reduces challenging behavior and teacher stress while building future-ready skills and relationships between educators and students.

Transform School Discipline

Traditional school discipline is broken, it doesn’t result in improved behavior or improved relationships between educators and students. In addition, it has been shown to be disproportionately applied to students of color. The Collaborative Problem Solving approach is an equitable and effective form of relational discipline that reduces concerning behavior and teacher stress while building skills and relationships between educators and students. Learn more >>

A Client’s Story

Collaborative Problem Solving and SEL

Collaborative Problem Solving aligns with CASEL’s five core competencies by building relationships between teachers and students using everyday situations. Students develop the skills they need to prepare for the real world, including problem-solving, collaboration and communication, flexibility, perspective-taking, and empathy. Collaborative Problem Solving makes social-emotional learning actionable.

Collaborative Problem Solving and MTSS

The Collaborative Problem Solving approach integrates with Multi-Tiered Systems of Support (MTSS) in educational settings. CPS benefits all students and can be implemented across the three tiers of support within an MTSS framework to effectively identify and meet the diverse social emotional and behavioral needs of students in schools. Learn More >>

The Results

Our research has shown that the Collaborative Problem Solving approach helps kids and adults build crucial social-emotional skills and leads to dramatic decreases in behavior problems across various settings. Results in schools include remarkable reductions in time spent out of class, detentions, suspensions, injuries, teacher stress, and alternative placements as well as increases in emotional safety, attendance, academic growth, and family participation.

Educators, join us in this introductory course and develop your behavioral growth mindset!

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The Power of Collaboration: Achieving Success Together

• August 15, 2023
• Teamwork & Collaboration

Competition is often perceived as the driving force behind success, as individuals are encouraged to differentiate themselves and stand out. However, recent research challenges this belief and emphasizes the power of collaboration in achieving success together. By examining the behavior of lightning bugs in the mangrove forest, where coordinated lighting eliminates the need for competition, we can draw parallels to human collaboration. This article explores the benefits of collaboration, such as fostering innovation, increasing productivity, and enhancing problem-solving abilities. Additionally, it highlights the importance of collaboration in building successful ecosystems, promoting growth, development, trust, and cooperation among individuals.

Table of Contents

Key Takeaways

• Success is often associated with being different from others, but research shows that this belief is not accurate.
• Collaboration eliminates the need for competition and leads to collective success.
• Collaboration fosters innovation, creativity, and problem-solving abilities.
• Collaborative ecosystems promote growth, development, trust, and cooperation among individuals.

The Benefits of Collaborative Efforts

Collaborative efforts in achieving success are beneficial as they foster innovation, result in increased productivity, enhance problem-solving abilities, and provide support and resources through collaborative networks. Collaborative partnerships allow individuals to pool their knowledge, skills, and expertise, which often leads to the generation of new ideas and solutions. Through collaboration, individuals can build upon each other’s strengths and compensate for each other’s weaknesses, resulting in improved productivity and efficiency. Additionally, collaboration facilitates effective problem-solving by encouraging diverse perspectives and approaches. Collaborative networks also provide individuals with access to a wider range of resources, such as funding, expertise, and support, which can further enhance their chances of success. Overall, teamwork advantages are evident in the numerous benefits that collaborative efforts offer in achieving success.

The Impact of Collaboration on Innovation and Creativity

Innovation and creativity are significantly influenced by the collective efforts of individuals working together towards a common goal. Collaborative synergy fosters inspiration and enhances the creative process. The impact of collaboration on innovation and creativity can be visualized through the following imagery:

• A group of individuals brainstorming ideas, bouncing off each other’s thoughts and building upon them, creating a vibrant atmosphere of collective inspiration.
• Team members collaborating, exchanging different perspectives and experiences, leading to the generation of unique and innovative ideas.
• Collaborative problem-solving sessions, where individuals pool their knowledge and skills, resulting in creative solutions that may not have been possible individually.
• Cross-disciplinary collaborations, where experts from different fields come together, sparking new ideas and approaches by combining their diverse expertise.

Collaboration not only fosters inspiration but also encourages a supportive environment that nurtures creativity and innovation. By working together, individuals can tap into a collective pool of knowledge and resources, leading to the development of groundbreaking ideas and solutions.

Building a Successful Ecosystem Through Collaboration

The establishment and growth of a successful ecosystem depend on the collective efforts of individuals working towards a common goal. Fostering collective growth and creating a collaborative culture are essential elements in building a successful ecosystem. Collaboration allows for the pooling of resources, knowledge, and expertise, leading to more effective problem-solving and decision-making processes. By working together, individuals can leverage their unique strengths and perspectives, resulting in innovative solutions and increased productivity. Collaboration also fosters trust and cooperation among individuals, creating a positive and supportive environment conducive to growth and development. Successful ecosystems thrive on collaboration rather than competition, as it promotes mutual benefits and collective success. Therefore, fostering collaboration and creating a collaborative culture are vital for building and sustaining successful ecosystems.

Enhancing Problem-Solving Abilities Through Collaboration

Effective problem-solving abilities can be enhanced through the collective efforts of individuals working towards a common goal. Collaborative problem-solving techniques play a crucial role in achieving successful outcomes. The importance of teamwork in problem solving cannot be overstated. When individuals come together to tackle a problem, they bring a diverse range of perspectives and ideas, leading to a more comprehensive analysis of the problem. This collaboration fosters innovation and creativity, allowing for the exploration of multiple solutions. Additionally, teamwork promotes effective communication and information sharing, enabling the identification of strengths and weaknesses in different approaches. Through collaboration, individuals can leverage each other’s strengths and compensate for their own limitations. The collective effort of a team working towards a common goal not only enhances problem-solving abilities but also creates a supportive and synergistic environment conducive to achieving success.

The Role of Collaboration in Increasing Productivity

Collaborative efforts have been found to significantly enhance productivity levels within a team. By fostering teamwork and promoting effective communication, collaboration plays a crucial role in increasing efficiency and achieving higher productivity. Research has shown that when individuals work together towards a common goal, they are able to leverage their diverse skills and knowledge, resulting in improved problem-solving abilities and innovative solutions. Collaborative environments encourage individuals to share their expertise, ideas, and perspectives, creating a rich pool of resources from which the team can draw upon. Additionally, collaboration fosters a sense of ownership and accountability among team members, as they collectively work towards achieving shared objectives. By harnessing the power of collaboration, teams can optimize their productivity levels and achieve greater success in their endeavors.

Trust and Cooperation: Key Elements of Successful Collaboration

Trust and cooperation are essential components for creating a cohesive and productive collaborative environment. Building relationships and fostering teamwork are crucial in achieving successful collaboration.

• Trust: Trust forms the foundation of any collaboration. It involves relying on others’ abilities, integrity, and intentions. Trust allows individuals to feel safe and secure in sharing ideas, taking risks, and making joint decisions.
• Open communication: Effective collaboration requires open and honest communication. It enables team members to express their thoughts, concerns, and feedback without fear of judgment or retaliation.
• Shared goals: Collaboration flourishes when all participants are aligned and working towards a common purpose. Establishing shared goals helps individuals prioritize their efforts, coordinate their actions, and stay focused on the collective objective.
• Conflict resolution: Successful collaboration requires the ability to navigate conflicts and disagreements constructively. It involves active listening, empathy, and finding mutually beneficial solutions to conflicts that arise.

Frequently Asked Questions

How do limited resources create a sense of competition in society.

Limited resources create a sense of competition in society as individuals perceive the need to compete for these resources. This perception arises from the belief that success is associated with being different from others in order to secure these limited resources.

What Is the Behavior of Lightning Bugs in the Mangrove Forest?

In the mangrove forest, lightning bugs exhibit a behavior of coordinated lighting, leading to increased likelihood of response among females. This communication strategy eliminates the need for competition and benefits the overall ecosystem.

How Do Fireflies Coordinate Their Pulses to Space Themselves Apart Perfectly?

Fireflies coordinate their pulses through a process known as synchronization. Synchronization mechanisms allow them to space themselves apart perfectly, enabling efficient communication and minimizing competition for resources within their ecosystem.

How Does Collaboration Enhance Problem-Solving Abilities?

Collaboration enhances problem-solving abilities by fostering innovation and creativity, strengthening relationships, and providing diverse perspectives and ideas. Research suggests that collaborative efforts can increase productivity and lead to more effective problem-solving outcomes.

How Does Collaboration Foster Trust and Cooperation Among Individuals?

Collaboration fosters trust and cooperation among individuals through trust building activities and the dynamics of teamwork. By working together towards common goals, individuals develop a sense of trust, rely on each other’s expertise, and build strong relationships based on cooperation.

What Is Collaborative Problem Solving?

Imagine collaborative problem solving as a symphony where each instrument plays an important part in creating harmony.

As you explore the intricacies of this method, you'll uncover the intricate dance of minds working together to unravel complex issues.

The beauty lies in the synergy of diverse perspectives, the orchestration of communication, and the finesse of teamwork.

But how does this symphony truly come together, and what are the secrets behind its success?

Stay tuned to unravel the mysteries and open the potential of collaborative problem solving.

Table of Contents

Key Takeaways

• Collaborative problem solving enhances efficiency and innovation through diverse perspectives.
• Core principles guide the process for effective outcomes and improved team dynamics.
• Effective communication strategies, like active listening, foster a collaborative problem-solving environment.
• Conflict resolution skills and creativity are essential for successful collaborative problem solving.

Benefits of Collaborative Problem Solving

Collaborative problem solving enhances efficiency and fosters innovative solutions through collective expertise and diverse perspectives. Team synergy plays an important role in this process, as individuals bring forth unique insights that contribute to a thorough understanding of the issue at hand. By leveraging the combined problem-solving strategies of team members, collaborative innovation flourishes, leading to more effective outcomes.

One of the key advantages of collaborative problem solving is the ability to tap into a diverse range of perspectives when making decisions. This diversity allows for a more detailed exploration of potential solutions, as individuals with varying backgrounds and experiences offer fresh insights that one person alone may not have considered. Additionally, the collaborative nature of problem solving fosters a sense of ownership among team members, increasing their commitment to implementing the chosen solution effectively.

Key Elements of CPS Process

When engaging in collaborative problem solving, it's important to understand the core CPS principles that guide the process.

Effective communication strategies play an essential role in ensuring that all team members are on the same page and can contribute their insights.

Collaborative decision-making is key to reaching solutions that consider diverse perspectives and foster a sense of ownership among participants.

Core CPS Principles

Effective problem solving in collaborative settings depends on adherence to the core principles that underpin the CPS process. The core principles encompass a set of guidelines that form the foundation for successful problem-solving techniques within a collaborative framework.

These principles emphasize the importance of active listening, open-mindedness, and mutual respect among team members. By embracing these core principles, individuals can enhance their ability to generate innovative solutions, leverage diverse perspectives, and foster a supportive team environment.

Additionally, these principles highlight the significance of maintaining a solution-focused mindset, promoting constructive feedback, and valuing contributions from all team members. Overall, integrating these core principles into collaborative problem-solving endeavors can lead to more effective outcomes and improved team dynamics.

Effective Communication Strategies

Adherence to the core principles of Collaborative Problem Solving lays the groundwork for implementing Effective Communication Strategies essential to the Key Elements of the CPS Process. Active listening, a fundamental component of effective communication, involves fully concentrating, understanding, responding, and remembering what's being said.

By actively listening, you show respect, build trust, and foster a collaborative environment conducive to problem-solving. Additionally, importance training plays a critical role in communication within the CPS framework. Importance training helps individuals express their needs, thoughts, and feelings in a direct and honest manner while respecting the perspectives of others.

This skill enables effective communication by promoting clarity, openness, and constructive dialogue in addressing conflicts and finding solutions collaboratively.

Collaborative Decision-Making

To achieve successful collaborative decision-making within the CPS process, understanding and integrating the key elements is essential. Group decision making plays an important role in the problem-solving process, ensuring that diverse perspectives are considered.

Collective problem resolution is achieved through a team approach, where individuals contribute their unique insights and expertise to reach a consensus. Effective collaborative decision-making requires active participation from all team members, open communication channels, and a shared commitment to the common goal.

Importance of Team Dynamics

Team dynamics play an important role in determining the success of collaborative problem-solving efforts. Team cohesion, which refers to the ability of a group to work together effectively and harmoniously, is vital in achieving shared goals. When group dynamics are positive, team members are more likely to trust each other, communicate openly, and support each other. Collaboration strategies that focus on enhancing team cohesion can lead to improved problem-solving outcomes. For instance, implementing team-building activities, establishing clear roles and responsibilities, and fostering a culture of respect and inclusivity are all ways to strengthen team dynamics.

Effective group dynamics can help teams navigate challenges, adapt to changing circumstances, and capitalize on diverse perspectives. By valuing each member's contributions and leveraging individual strengths, teams can enhance their problem-solving capabilities. When team members feel connected and engaged, they're more motivated to work collaboratively towards finding innovative solutions. Therefore, investing time and effort into nurturing positive team dynamics is essential for achieving successful collaborative problem-solving outcomes.

Role of Communication in CPS

Effective communication plays a crucial role in collaborative problem solving, facilitating the exchange of ideas and information among team members to drive successful outcomes. In the domain of Collaborative Problem Solving (CPS), effective communication strategies are essential for ensuring that the team functions cohesively and efficiently. Here are some key points highlighting the importance of communication in CPS:

• Clear and Transparent Communication : Ensuring that all team members are on the same page regarding goals and progress.
• Active Listening : Encouraging active listening amongst team members to comprehend diverse perspectives and ideas effectively.
• Feedback Mechanisms : Establishing feedback loops to provide constructive criticism and improve solutions iteratively.
• Non-Verbal Communication : Understanding the significance of body language and other non-verbal cues in enhancing communication.
• Conflict Resolution Skills : Developing techniques to address conflicts constructively and maintain a positive team environment.

Strategies for Effective Collaboration

To effectively collaborate, employ clear communication techniques to make sure all team members are on the same page.

Utilize conflict resolution skills to address any disagreements or disputes that may arise during the problem-solving process.

These strategies are crucial for fostering a productive and harmonious collaborative environment.

Clear Communication Techniques

In successful collaborative problem-solving endeavors, employing clear and concise communication techniques is paramount for fostering productive interactions and achieving common goals. To enhance your collaborative communication skills, consider the following strategies:

• Practice active listening to demonstrate your attentiveness and understanding.
• Pay attention to nonverbal cues such as body language and facial expressions for deeper insights.
• Use open-ended questions to encourage discussion and gather diverse perspectives.
• Clarify any uncertainties promptly to avoid misunderstandings or confusion.
• Summarize key points to make certain alignment and reinforce shared understanding.

Conflict Resolution Skills

Developing proficient conflict resolution skills is essential for ensuring smooth and successful collaboration among team members. Conflict resolution involves addressing disagreements or disputes in a constructive manner to reach a mutually agreeable solution.

Effective conflict resolution requires active listening, empathy, and the ability to remain calm under pressure. Utilizing negotiation skills is important in finding compromises and resolving conflicts amicably.

Team members should focus on understanding the root causes of conflicts and work together to find solutions that benefit all parties involved. By fostering an environment that encourages open communication and respectful dialogue, teams can navigate conflicts productively and strengthen their collaborative efforts.

Conflict resolution skills are important for maintaining positive relationships and achieving shared goals within a team.

Enhancing Creativity Through Collaboration

Enhancing creativity through collaborative problem-solving techniques can yield innovative solutions that transcend individual contributions. When individuals come together to solve problems collectively, creativity flourishes, leading to groundbreaking ideas and outcomes. Here are key ways collaboration enhances creativity:

• Innovation Exploration : Collaborating allows for the exploration of innovative ideas that may not have been possible individually.
• Group Brainstorming : Brainstorming as a group fosters a diverse range of ideas and perspectives, fueling creativity.
• Team Synergy : Working together harnesses the collective strengths of team members, boosting creativity and problem-solving abilities.
• Creative Problem Solving : Collaboration enables the application of different problem-solving approaches, resulting in unique solutions.
• Cross-Pollination of Ideas : Sharing and building upon each other's ideas can lead to the creation of novel and inventive solutions.

Leveraging Diverse Perspectives

Collaborative problem-solving thrives on the ability to leverage diverse perspectives, which play a pivotal role in enhancing the innovative potential of a team. By incorporating various viewpoints and approaches, teams can tap into a wealth of creativity and expertise, acting as innovation catalysts and problem-solving synergy engines. Embracing solution diversity leads to collaborative excellence, where different team members bring unique skills and experiences to the table, enriching the problem-solving process.

To illustrate the significance of leveraging diverse perspectives, consider the following table:

Each row exemplifies how diverse perspectives contribute to collaborative problem-solving by fostering creativity, aiding in decision-making, sparking innovation, broadening problem-solving capabilities, and strengthening team dynamics. Fundamentally, embracing diversity is crucial to achieving collaborative excellence in problem-solving endeavors.

Implementing CPS in Various Settings

Implementing Collaborative Problem Solving (CPS) in various settings requires a meticulous understanding of the context and specific needs of the team or organization. When applying CPS, consider the following:

• Workplace applications: CPS can enhance teamwork, communication, and innovation in a corporate setting, leading to more effective problem-solving and decision-making processes.
• Community engagement: Utilizing CPS in community projects fosters collaboration, empowers stakeholders, and guarantees sustainable solutions to local challenges.
• Educational settings: Implementing CPS in schools promotes critical thinking, creativity, and teamwork among students, preparing them for future challenges in the workforce.
• Healthcare industry: CPS can improve patient care by encouraging interdisciplinary collaboration, addressing complex medical issues, and enhancing overall healthcare delivery.
• Tailored approaches: Customizing CPS methods to fit the unique demands of each environment maximizes its effectiveness and ensures successful outcomes.

Overcoming Challenges in Group Problem Solving

To effectively navigate group problem-solving challenges, it's imperative to acknowledge and address potential obstacles that may hinder productive collaboration and decision-making. Group dynamics play an essential role in the success of collaborative problem-solving efforts. Understanding how individuals interact within the group, recognizing communication patterns, and being aware of potential conflicts are essential for overcoming challenges.

One common obstacle in group problem solving is the presence of dominant personalities that may overshadow others' contributions. Implementing strategies to guarantee equal participation, such as setting time limits for each member to speak or using anonymous idea generation techniques, can help mitigate this issue. Additionally, differing problem-solving strategies among group members can lead to inefficiencies. Encouraging open dialogue to discuss and combine diverse approaches can enhance the overall problem-solving process.

Measuring Success in Collaborative Teams

To measure success in collaborative teams, it's essential to focus on team performance metrics and assess goal attainment. These metrics provide concrete data to evaluate the effectiveness of teamwork strategies and the overall performance of the team.

Team Performance Metrics

How can you effectively measure the success of collaborative teams through team performance metrics? Team performance metrics play an important role in evaluating the effectiveness of collaborative efforts.

To gauge the performance of your team, consider implementing the following strategies:

• Conduct team satisfaction surveys to gather feedback on team dynamics.
• Utilize performance evaluations to assess individual contributions to the team.
• Encourage peer feedback to understand how team members perceive each other's contributions.
• Measure team cohesion by evaluating how well members work together towards common goals.
• Track key performance indicators relevant to the project to make sure progress aligns with objectives.

Goal Attainment Assessment

Evaluating goal attainment is a key aspect of evaluating the success of collaborative teams, providing concrete evidence of achievement in working towards shared objectives. To assess goal attainment effectively, start by setting clear, specific, and measurable goals that align with the team's overarching objectives.

Utilize problem-solving techniques like brainstorming, root cause analysis, and action planning to address obstacles hindering goal achievement. Regularly monitor progress towards these goals through data tracking, milestone checkpoints, and progress reports.

Engage team members in reflective discussions to evaluate the effectiveness of strategies employed and make necessary adjustments. By focusing on goal setting and employing structured problem-solving techniques, collaborative teams can track their progress accurately and enhance their overall performance.

As you navigate the intricate web of collaborative problem solving, remember that each team member is a unique puzzle piece contributing to the bigger picture.

Just as a symphony orchestra harmonizes individual instruments to create a beautiful melody, your team must work together in perfect synchronization to overcome challenges and achieve success.

Embrace the diversity of perspectives, communicate effectively, and leverage each member's strengths to reveal the true potential of collaborative problem solving.

It's the key to revealing greatness.

The eSoft Editorial Team, a blend of experienced professionals, leaders, and academics, specializes in soft skills, leadership, management, and personal and professional development. Committed to delivering thoroughly researched, high-quality, and reliable content, they abide by strict editorial guidelines ensuring accuracy and currency. Each article crafted is not merely informative but serves as a catalyst for growth, empowering individuals and organizations. As enablers, their trusted insights shape the leaders and organizations of tomorrow.

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The importance of teamwork (as proven by science)

Healthy teams enjoy benefits that go far beyond the company’s bottom line.

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5-second summary

• Research shows that collaborative problem-solving leads to better outcomes.
• People are more likely to take calculated risks that lead to innovation if they have the support of a team behind them.
• Working in a team encourages personal growth, increases job satisfaction, and reduces stress.

Anyone who thought the rise of distributed work would be the downfall of teamwork has probably changed their tune by now. The truth is, teamwork is more important than ever.

“The use of teams and collaboration expectations have been consistently rising,” says Dr. Scott Tannenbaum , a researcher and president of the Group for Organizational Effectiveness. “And when I say teams, I’m talking about all types of teams, whether it’s stable work teams [or] teams that now, in the current environment, are operating virtually.”

Teamwork is essential to a company’s success, says John J. Murphy, author of Pulling Together: 10 Rules for High-Performance Teamwork . “Each individual has unique gifts, and talents and skills. When we bring them to the table and share them for a common purpose, it can give companies a real competitive advantage.”

But here’s the real magic of teamwork: when done right, it has benefits that go far beyond boosting the company’s bottom line. (Learn about some classic models that can lead to stronger teamwork here .)

10 benefits of teamwork

1. teamwork enables better problem solving.

How to avoid groupthink on your team

Albert Einstein gets all the credit for discovering the theory of relativity, but the truth is that he relied on conversations with friends and colleagues to refine his concept. And that’s almost always the case.

“Behind every genius is a team,” says Murphy. “When people play off each other’s skills and knowledge, they can create solutions that are practical and useful.”

Science reinforces the idea that many brains are better than one. “We found that groups of size three, four, and five outperformed the best individuals,” says Dr. Patrick Laughlin a researcher at the University of Illinois at Urbana-Champaign. “[We] attribute this performance to the ability of people to work together to generate and adopt correct responses, reject erroneous responses, and effectively process information.”

Not everyone processes information in the same way. Some people like to jump into problem-solving mode immediately, while others prefer time to gather their thoughts and consider multiple options before making a contribution. Asking people to provide input asynchronously allows everyone the space to work in a way that’s comfortable for them.

2. Teamwork unlocks potential for innovation

According to Frans Johansson, author of The Medici Effect , some of the most innovative ideas happen at “the intersection” – the place where ideas from different industries and cultures collide.

“Most people think success comes from surrounding yourself with others that are like you,” says Johansson. “But true success and breakthrough innovation involves discomfort. Discomfort pushes you to grow. This is where difference of experience, opinion, and perspective come in. Diversity is a well-documented pathway to unlocking new opportunities, overcoming new challenges, and gaining new insights.”

Better together: 8 essential teamwork skills to master

A recent report from the consulting firm McKinsey & Company backs this up. It found teams made up of members from diverse backgrounds (gender, age, ethnicity, etc.) are more creative and perform better by up to 35 percent, compared to more homogeneous teams. Instead of looking at an issue from your individual vantage point, you get a 360-degree picture, which can lead to an exponential increase in ideas.

Research from Tufts University suggests that just being exposed to diversity can shift the way you think. A study on a diverse mock jury found that interacting with individuals who are different forces people to be more open minded, and to expect that reaching consensus will take effort.

3. Teamwork makes for happier employees

As part of our ongoing research on teamwork, we surveyed more than 1,000 team members across a range of industries and found that when honest feedback, mutual respect, and personal openness were encouraged, team members were 80 percent more likely to report higher emotional well-being.

Having happy employees is a worthwhile goal in itself, but the company benefits, too. Research from the University of Warwick in England suggests happy employees are up to 20 percent more productive than unhappy employees. And who couldn’t benefit from a happiness boost?

4. Teamwork enhances personal growth

Being part of a team can help you grow. “By sharing information and essentially cross-training each other, each individual member of the team can flourish,” says Murphy. You might discover new concepts from colleagues with different experiences. You can also learn from someone else’s mistakes, which helps you sidestep future errors.

You might even learn something new about yourself, says Dr. Susan McDaniel, a psychologist at the University of Rochester Medical Center and one of the guest editors of America Psychologist’s special edition on “ The Science of Teamwork .”

“We all have blind spots about our behaviors and strengths that we may be unaware of, and feedback from a team member can expose them,” she says. Recognizing these strengths and addressing the weaknesses can make you a better team member, and even a better person. “Maybe working in a team you’ll discover you could be a better listener. That’s a skill you can grow in, and then take home and use to improve your family interactions,” McDaniel points out.

5. Teamwork lowers the risk of burnout

6 ways to bounce back from burnout

A Gallup study of nearly 7,500 full-time employees found that 23 percent of employees feel burned out at work very often or always. Another 44 percent say they sometimes feel this way. What helps? Sharing the load.

Team members can provide emotional support to each other because they often understand the demands and stress of completing work even better than managers, says Ben Wigert, lead researcher for Gallup’s workplace management practice.

And managers are not off the hook! The study also found that knowing your boss has your back protects against burnout too.

6. Teamwork gives opportunities for growth

Collaboration in the workplace isn’t unlike teamwork on the baseball diamond. When the pitcher and outfielders each excel at their individual roles, the team has a better chance of winning.

Off the playing field, that idea is more important than ever. Changes in technology and increased globalization mean that organizations are facing problems so complex that a single individual simply can’t possess all the necessary knowledge to solve them, says Wigert. When team members use their unique skills to shine in their own roles, it creates an environment based on mutual respect and cooperation that benefits the whole group, notes Murphy.

7. Teamwork boosts productivity

Getting a pat on the back from the boss can boost an employee’s motivation, but receiving kudos from a team member may be even more effective.

The TINYpulse Employee Engagement and Organizational Culture Report surveyed more than 200,000 employees. Participants reported that having the respect of their peers was the #1 reason they go the extra mile at work.

8. Teamwork allows for smarter risk-taking

When you work alone, you might be hesitant to put your neck on the line. When you work on a team, you know you have the support of the entire group to fall back on in case of failure. That security typically allows teams to take the kind of risks that create “Eureka!” ideas.

But here’s one place where size does matter. The most disruptive ideas often come from small teams, suggests recent research in the journal Nature , possibly because larger teams argue more, which can get in the way of coming up with those big ideas.

Wharton Business School researchers also discovered that small is the secret to success: they found that two-person teams took 36 minutes to build a Lego figure while four-person teams took 52 minutes to finish — more than 44 percent longer.

There’s no definitive ideal small team size, but consider following Amazon CEO Jeff Bezos’ two-pizza rule : no matter how large your company gets, teams shouldn’t be larger than what two pizzas can feed.

9. Teamwork yields fewer mistakes

If your team has good energy – you encourage and inspire each other, and you have fun together – you’ll feel less stressed, says Murphy. “Studies show that stress makes us stupid, and leads us to make more mistakes,” says Murphy.

Of course, the converse is also true: when your team feels less frazzled, you’ll make fewer errors. That’s worth keeping in mind, especially if you’re one of the 61 percent of workers who cite work as a significant source of stress .

10. Teamwork sparks creativity

Stale solutions often come out of working in a vacuum. When people with different perspectives come together in group brainstorms, on the other hand, innovative ideas can rise to the surface – with one caveat. Research shows this can only happen when communication within the team is open and collaborative, notes Wigert. The most creative solutions can only come up when there’s a level of trust that lets team members ask ‘stupid’ questions, propose out-there ideas, and receive constructive criticism.  

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Advice, stories, and expertise about work life today.

Designing for Equity Collaborative Problem-Solving Around Challenging Behaviors in Middle School

Jeff Heyck-Williams, Ama Teasdel

Together, educators are doing the reimagining and reinvention work necessary to make true educational equity possible. Student-centered learning advances equity when it values social and emotional growth alongside academic achievement, takes a cultural lens on strengths and competencies, and equips students with the power and skills to address injustice in their schools and communities.

Providing Agency for Our Most Challenging Students, Part 2

Teachers can employ Collaborative Problem Solving to empower students with persistently challenging behaviors to change.

In part one of this two-part series, we explored how the school-to-prison pipeline is an insidious problem that suggests that we need to be doing something differently to help students who exhibit persistent challenging behavior at school. At Two Rivers, we are using a collaborative problem solving model to help all students work with teachers to find solutions to this problem. The heart of the model is in empowering students to articulate their own perspective on potential problems and working with their teachers to come up with mutually acceptable solutions that address both underlying concerns on both sides.

Using the same five steps with students in Kindergarten through eighth grade, we’ve found that all students can start to take ownership of their challenges around empathy, relationship building, and collaboration.

Once we as educators have identified a challenging behavior that we would need to work on with a student, the steps we use to solve the problem with the student is as follows:

• Listen : where we listen empathetically to hear the student’s concern about the persistent problem;
• Share : where we share our concerns about the persistent problem;
• Problem Solve : where we invite the student to come up with solutions with us that both address their concern and our concern and can realistically be implemented;
• Implement : where we put the plan into effect; and
• Reflect : where we evaluate the effectiveness of the plan with the student.

In the first post, Rachel Owens described how this can work in a Kindergarten classroom. Today’s story from Ama Teasdel explains what this looks like with students in middle school.

A Seventh Grade Example from Ama Teasdel

When we problem solve with students rather than for students, we empower them to take ownership of their learning. As a veteran special educator, I initially believed I was well versed in building relationships with students and working with them to address persistent challenging behavior. However, participating for two months in our school’s professional development training on collaborative problem solving conversations has proven me wrong. I’ve learned to become more humble and much more collaborative in my approach to problem-solving.

Henry, the first student I chose to engage in a collaborative problem solving conversation, is a student who has often been pegged as ‘unmotivated,’ or that he doesn’t care about school. I saw him as a hyperactive, disruptive, and disrespectful student who didn’t care about his academics and didn’t value what his classroom teachers, including myself, had to offer him. His classroom work completion was abysmal, and his negative behavior incidents caused him to lose anywhere from five to six instructional hours per week. Surprisingly, by opening up to collaboratively problem solve with a student, I learned three invaluable lessons from Henry.

Lesson One: Asking Before Assuming is at the Heart of Collaboration

I thought I had a generally positive rapport with Henry, so I believed that inviting him to the conversation wouldn’t be difficult. However, I was proven wrong. When I first approached him, he didn’t want to talk to me and he avoided having the conversation that I knew we needed to have. I assumed he wanted to avoid talking about a difficult topic. What I didn’t realize at the time was that I was asking him to join me for a conversation during lunch which was the only time he had to socialize with his friends. When I slowed down and asked him when a good time would be to meet, we identified a time right after he arrived to school so that he wouldn’t miss out on time spent with friends.

Lesson Two: Students’ Perceptions are Their Reality, and Successful Solutions Must Take Their Perspectives Into Account.

Once we were able to have the initial conversation, I sat with Henry in a time and space of his choosing and really listened to him. I went in thinking that I already knew what Henry’s issues were. To be collaborative, I had to be humble and realize that I needed to hear from my students to truly understand their concerns. What I learned was that Henry had a lot of adult responsibilities caring for siblings before school. This impacted his ability to focus and stay on task. In addition, he shared that he wanted to do well, but as he said “I think they (teachers) don’t like me because they always say bad stuff to me and tell me what I am doing wrong.” He felt that any time an adult approached him that they would always have something negative to say. From my perspective this was an over-generalization; however, I had to humble myself and seek to understand the truth in what Henry was saying.

Lesson Three: Share Concerns in a Variety of Ways and Invite Students to Help Define Concerns with You.

Once I had actually taken the time to listen without using preconceived notions as a barrier, I had a better, albeit not perfect, understanding of Henry. This enabled me to take the next step of sharing my perspective. I shared with Henry that I had seen him in the hallways a lot when he was supposed to be in class; that his off-task behaviors in class distracted others; and that when he is redirected, his response is not the most appropriate. As I was sharing with him, it was clear from his body language that he was tuning me out. Thinking about what he had just shared with me, I realized that he was likely feeling overwhelmed by all the negative things I was sharing and I was feeding the perception that teachers only had negative things to say to him. So, I invited him in to think about how he responds to redirection, and that we could revisit that later.

Based on my conversations with Henry, my mindset and practices have shifted. I no longer take my experience for granted. Each student is a different and dynamic person. Even with 15 years of experience as a special educator, I still need to hear and understand the daily experiences and realities of my seventh graders. Problem solving does not only center around a problem I have defined, but the ways that we define the problem together. The beauty of collaborative problem solving conversations is that they empower both the student and teacher to define what success means. By giving middle school students autonomy to define and solve those problems collaboratively with their teachers, they take ownership and transfer critical skills.

Within the past few weeks, Henry’s negative incidents have decreased, and he is completing more classwork. Yes, he is still coming into class sleepy, hungry and sometimes ‘irritable.’ However, we are all equipped with a better understanding and tools to combat his challenges. We as staff are more cognizant of our interactions with him to make sure we are highlighting the positive with every chance we get. Just being aware of how we perceive his responses, Henry has also accepted redirection by responding in a more positive way and following directions and advocating for himself.

Using collaborative problem solving to address challenging behaviors has not only improved student behavior, but it has improved staff and student relationships while also building essential skills to help students take ownership of their learning.

Providing Agency for Our Most Challenging Students

As the two examples in this and in the previous post highlight, we have discovered that providing opportunities for students in Kindergarten through middle school to share their concerns and to collaboratively approach ways to overcome challenges with a teacher empowers them to be their best selves. They are learning the life skills of empathy, collaboration, and problem solving. Building these skills in the safe environment of schools with caring adults equips all of our students to better navigate challenges in their lives outside of school and on into adulthood. As a result, we are working to break the school-to-prison pipeline.

Read Part 1 of Providing Agency for Our Most Challenging Students: Collaborative Problem Solving around Challenging Behaviors in Kindergarten .

Read More About Designing for Equity

Who Gets to Be an Inventor? Using a Culturally Responsive-Sustaining Approach to Help All Students See Themselves as Inventors

Jillian Harmon (she/her)

March 25, 2024

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March 13, 2024

How to Nurture Diverse and Inclusive Classrooms through Play

Rebecca Horrace, Playful Insights Consulting, and Laura Dattile, PlanToys USA

March 5, 2024

Collaborative problem-solving benefits

Fourteen years into the 21st century, the debate around the concept of 21st century learning and consequent responses in curriculum, pedagogy, assessment and skills continues to be unresolved. According to the Partnership of 21st Century Skills (P21), a Washington DC-based think-tank, œin addition to the core academic skills, students must also learn the essential skills for success in today™s world such as critical thinking, communication, problem-solving and collaboration. But to develop these skills in students, teachers need to learn these skills themselves. Self-evidently, 18th century pedagogies and classroom management practices won™t succeed in developing 21st century learning skills in the new generation of students. Hence the urgent need for developing new models of teacher-training and professional development. In a radically changed context, teachers are no longer the sole repositories of knowledge and wisdom as learners have become increasingly independent. Information is equally accessible to teachers as well as students. Therefore collaborative learning and cooperative problem-solving have emerged as the critical skills that teachers must learn to effectively transfer to students. However, creating a culture of collaborative learning is easier said than done. The inspiration has to emanate from the top leadership which must integrate collaborative learning into teacher development programmes. The Delhi-based Central Board of Secondary Education (CBSE), India™s premier school-leaving examinations board, introduced its continuous and comprehensive evaluation (CCE) scheme in 2010. This major exam reform was implemented in over 13,000 CBSE-affiliated schools countrywide. The rationale of CCE is that it provides continuous rather than year-end evaluation of academic progress and accords equal emphasis to students™ development in life skills, attitudes, beliefs, values, interests and co-curricular education. Under the CCE system, two sets of assessments are required to be made ” formative and summative. The objective of formative assessment is to continuously monitor students™ progress, whereas summative assessment is a measure of how much they have learned by the end of the academic year. There™s considerable confusion within the teachers™ community about formative assessment. Teachers, themselves products of the summative assessment format, have little or no insight into formative assessment design. If they are not conversant with the philosophy, objectives and tools designed to measure learning progression, the very purpose of introducing CCE is defeated. To address this pervasive lacuna, a collaborative problem-solving (CPS) workshop was initiated in Ahlcon School, Delhi, at the start of the academic year 2013-14. A group of six (math, science, English, social sciences, Hindi and arts education) teachers were introduced to ways and means of designing formative assessment tools. To start with, they had a very vague understanding of the objectives and purpose of formative assessment. This ignorance was compounded by their pre-service teacher training and classroom practice in a norms-referenced summative assessment environment. Inevitably, given their traditional  training, they had very limited exposure to CPS. Essentially, CPS is about collaborating to negotiate common challenges by sharing perspectives, defining issues, generating options, developing standards and finally reaching agreement. Teachers ” and later students and teachers ” work together and pool their information, sharing, collating, analysing and synthesising skills while respecting viewpoints, negotiating common solutions, and developing social and cognitive skills. Conclusions/solutions are co-owned and every teacher is obliged to share implementation outcomes. The role of the principal/leader is to supervise and enable CPS in the institutional interest. As the CPS workshop ” spread over a week ” progressed, as facilitator I observed inhibitions dissolving and a culture of cooperation manifesting itself. Free flow of information exchange on formative assessment systems generated moments of heated discussion, but no disrespect was shown and differences and apprehensions resulted in negotiated solutions. The workshop culminated with acceptance of integration of experimentation, open text-based assessment, face-to-face interaction with learners, online assignments and peer-to-peer learning as preferred tools for formative assessment. In all, 25 innovative options were creatively discussed including usage of infographics, wikipedia, blog-writing and peer-to-peer evaluation. These tools had never before been utilised for formative assessment. In creating a 21st century institutional culture in which CPS can strike deep roots and develop teachers into valuable organisational assets, the role of the principal/leader is of critical importance. A progressive leader can bring modern institution development programmes to the table which encourage teachers to research, participate in conferences, and support them with academic assignments to develop a culture of learning and scholarship. (Ashok Pandey is principal of Ahlcon International School, Delhi)

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Collaborative Problem Solving, Crises, and Well-Being

• Living reference work entry
• First Online: 24 January 2021
• Cite this living reference work entry

• Ines Schindler 2 &
• Cynthia A. Berg 3  

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Collaborative coping; Common dyadic coping; Communal coping; Cooperative problem solving

Collaborative problem solving or collaborative coping refers to two (or more) people working together as a unit to solve a problem or cope with a stressor. It is a direct and active form of dyadic coping, as both dyad members invest resources to gather and evaluate information, jointly discuss options, and work together in implementing strategies and solutions. The joint and equal nature of collaboration can be contrasted to forms where dyad members are overly engaged so that one person dominates the interaction. Collaboration can offer various benefits to individual and dyadic well-being when coping with everyday stressors and when facing more severe crises, such as having to cope with chronic illness. However, such benefits depend on contextual and personal factors that affect the quality of the relationship among dyad members and how stressors are appraised.

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Department of Language and Literature, Max Planck Institute for Empirical Aesthetics, Frankfurt am Main, Germany

Ines Schindler

Department of Psychology, University of Utah, Salt Lake City, UT, USA

Cynthia A. Berg

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Schindler, I., Berg, C.A. (2021). Collaborative Problem Solving, Crises, and Well-Being. In: Maggino, F. (eds) Encyclopedia of Quality of Life and Well-Being Research. Springer, Cham. https://doi.org/10.1007/978-3-319-69909-7_3908-2

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DOI : https://doi.org/10.1007/978-3-319-69909-7_3908-2

Received : 15 October 2019

Accepted : 10 November 2020

Published : 24 January 2021

Publisher Name : Springer, Cham

Print ISBN : 978-3-319-69909-7

Online ISBN : 978-3-319-69909-7

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