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Journal of Computer Assisted Learning

Volume 33, Issue 4
Original article

Information problem‐solving skills in small virtual groups and learning outcomes

Consuelo Garcia

Corresponding Author

E-mail address: cgarciat@uoc.edu

Department of Psychology and Educational Sciences, Open University of Catalonia, , Spain

Correspondence: Consuelo Garcia, Department of Psychology and Educational Sciences, Open University of Catalonia, Rbla. del Poblenou, n° 156, Barcelona 08018, Spain. Email:

cgarciat@uoc.edu

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Antoni Badia

Department of Psychology and Educational Sciences, Open University of Catalonia, , Spain

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First published: 31 March 2017
https://doi.org/10.1111/jcal.12187

Abstract

This study investigated the frequency of use of information problem‐solving (IPS) skills and its relationship with learning outcomes. During the course of the study, 40 teachers carried out a collaborative IPS task in small virtual groups in a 4‐week online training course. The status of IPS skills was collected through self‐reports handed in over the course of the 4 weeks. Learning was evaluated by means of open‐ended questionnaires before and after the group task. Three types of knowledge learning were evaluated: declarative, procedural and situational. Teachers exhibited a recurrent use of all skills during the whole collaborative task, although periodic use differed from week to week. Results showed a relationship between some IPS skills and declarative and procedural knowledge. The skills that were statistically significant were share information, read peer's information and analyse information. Implications for learning support and instruction are discussed.

Lay Description

What is already known about this topic:

  • Until today, the study of information problem‐solving (IPS) skills has been mainly focused on individual skills and short‐term IPS tasks.
  • Six distinctive individual skills have been identified.
  • The analysis of IPS skills in small groups should take into account the collaborative nature of the task.

What this paper adds:

  • In small virtual groups, participants use individual IPS skills plus two skills related to collaboration.
  • When small virtual groups develop long‐term IPS tasks, skills evidence different periodic uses among weeks.
  • Certain IPS skills in small virtual groups are related to teachers' learning.

Implications for practice and/or policy:

  • Teachers' learning in small virtual groups could be improved by enhancing the use of several IPS skills in collaboration.
  • A bidirectional communication between small virtual group members should be monitored in IPS tasks in small virtual groups.
  • Online instructors should reinforce the use of analyse information skill, as a cognitive skill that impacts directly on learning.