| As interest in collaborative processes grows, there is a need for more detailed instructional theory to support naturally effective collaborative learning. The primary goal of this study was to engage in a theory-building process that resulted in an instructional theory for collaborative problem solving that (1) synthesizes into a comprehensive set of guidelines the best practices and findings from existing instructional theories for collaborative learning, (2) supports, as much as possible, a naturally effective group problem-solving process, and (3) provides detailed guidance for the learners' collaborative problem-solving processes. This theory was developed using a theory-building methodology involving a synthesis of observational research and existing literature in instructional theory and small group research.; The resulting CPS theory includes two sets of interrelated instructional guidelines: comprehensive guidelines and process activities. Comprehensive guidelines underlie and are applied throughout the entire process. They are categorized by (1) who primarily implements the methods and by (2) what types of interactions will be taking place. In contrast, process activities are used during specific phases of the problem-solving process. These phases include: building readiness, forming and norming the groups, determining a preliminary problem definition, defining and assigning roles, engaging in an iterative collaborative problem-solving process, finalizing the solution or project, synthesizing and reflecting, assessing products and processes, and providing closure to the learning experience. |
