Interaksi dalam pembelajaran berasaskan masalah secara kolaboratif menerusi talian dan kesannya terhadap pemikiran kritis pelajar

Abstract

This study investigates the effects of problem-based learning strategy in a computer supported collaborative learning environment towards students’ critical thinking and achievements. This study further investigates types of interaction and how interaction may support students’ critical thinking. An initial stage of this study was carried out by obtaining students’ perceptions on their favourite online learning characteristics using a questionnaire. It involved 166 students who had enrolled in a programming-based subject at a public research university. Information obtained from the data collected in this stage was used as a guideline for developing a learning environment. The developed learning environment was assessed using a pre-experimental design and was participated by 38 students from the same population. Quantitative and qualitative research instruments were used to test the level of critical thinking skills and achievement in performance tests. Records of log data, critical thinking skill codes, interaction codes and achievement test scores were used for analysis purposes. Results of the t test analysis for students’ pre- and posttest scores have shown significant improvements in the students’ achievement (t=- 7.86, P<0.05). In addition, the t test analysis for the pre- and post-tests have also shown significant improvement in each level of critical thinking skills which include triggering event level (t=-4.53, P<0.05), exploration level (t=-4.14, P<0.05), integration level (t=-3.51, P<0.05) and resolution level (t=-4.36, P<0.05). Next, the result of an in-depth content analysis has shown that exploration level in critical thinking skill is the highest compared to other level of critical thinking skills, with 49% forum and chat messages received during online discussions. This study has also found that there were six types of significant interaction during learning sessions which include issue, position, argument, response and acceptance of response. Meanwhile, the predictive model has predicted that referencing the resources provided in the learning environment is an important aspect towards improving achievements and critical thinking skills. In conclusion, the learning environment had increased students’ critical thinking skills and performance. Position is the most significant interaction type that increased students’ critical thinking skills and performance in tests.