Problem-Solving in Physically-Distanced Learning Spaces
Facilitating problem-solving active learning activities in physically-distanced learning spaces.
| Approach | Description | Outcome |
|---|---|---|
| Analytic Team | Students critically read an assignment, listen to a lecture, or watch a video by assuming a role (summarizer, connector, proponent, or critic) that guides their analysis. | Helping students understand the different perspectives and processes that constitute a critical analysis. |
| Case Studies | Students review a written study of a real-world scenario and develop a solution to the dilemma presented in the case. | Helping students engage in critical reflection by considering multiple alternatives to solving problems. |
| Group Investigations | Students plan and conduct a research project and report the results to a group. | Enhancing students’ understanding of the importance of discovery and helping students gain experience in giving and receiving constructive criticism. |
| Send-A-Problem | Students solve a problem as a group and pass the problem and solution to a nearby group who does the same, with the final group evaluating the solutions. | Helping students work together to practice the thinking skills required for effective problem-solving and for comparing and discriminating between multiple solutions. |
| Structured Problem-Solving | Students follow a structured process to solve problems. | Dividing problem-solving processes into manageable steps, so students don’t feel overwhelmed, and they learn to identify, analyze, and solve problems in an organized manner. |
| Think-Aloud Pair Problem-Solving | Students solve problems aloud and try out their reasoning on a listening peer. | Emphasizing the problem-solving process (rather than the product) while helping students identify logic and process errors. |
Source/Citation
Barkley, Elizabeth F. et al. Collaborative Learning Techniques: A Handbook For College Faculty. Wiley, 2014. pp. 225.