Framework for developing intellectual skills using collaborative learning tools: The experts' consensus
Background and Purpose: Students in higher education need intellectual skills for critical thinking, problem-solving and creating new knowledge. Social interactions during collaborative learning (CL) encourage these cognitive processes. However, instructors lack the skill to develop intellectual ski...
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| Main Authors: | , , |
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| Format: | Article |
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Univ Sultan Zainal Abidin
2021
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| Subjects: | |
| Online Access: | http://eprints.um.edu.my/34996/ |
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| Summary: | Background and Purpose: Students in higher education need intellectual skills for critical thinking, problem-solving and creating new knowledge. Social interactions during collaborative learning (CL) encourage these cognitive processes. However, instructors lack the skill to develop intellectual skills using appropriate pedagogy and CL tools. Hence, this study seeks to develop a framework for developing intellectual skills. Methodology: The Fuzzy Delphi Method (FDM) was employed to identify and determine consensus on elements to teach intellectual skills among 16 panel of experts in educational technology and continuous professional development. In the first round, semi-structured interviews were conducted among four experts and the themes emerging from the interviews were used to develop the FDM questionnaire. The questionnaire was used in the second round of the FDM to determine consensus among the experts based on calculations of the defuzzification value. Findings: The consensus among the experts is that resources for teaching intellectual skills are videos, interactive slides, animation/graphics and quizzes while the corresponding assessments are student-generated contents (i.e videos, infographic posters, interactive slides and designed products). Contribution: The framework with the instructional strategies, resources and assessment provides a guideline for instructors to plan instruction for developing intellectual skills and generating new knowledge. |
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