collaborative problem solving benefits

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• Published: 11 January 2023

The effectiveness of collaborative problem solving in promoting students’ critical thinking: A meta-analysis based on empirical literature

• Enwei Xu   ORCID: orcid.org/0000-0001-6424-8169 1 ,
• Wei Wang 1 &
• Qingxia Wang 1  

Humanities and Social Sciences Communications volume  10 , Article number:  16 ( 2023 ) Cite this article

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Collaborative problem-solving has been widely embraced in the classroom instruction of critical thinking, which is regarded as the core of curriculum reform based on key competencies in the field of education as well as a key competence for learners in the 21st century. However, the effectiveness of collaborative problem-solving in promoting students’ critical thinking remains uncertain. This current research presents the major findings of a meta-analysis of 36 pieces of the literature revealed in worldwide educational periodicals during the 21st century to identify the effectiveness of collaborative problem-solving in promoting students’ critical thinking and to determine, based on evidence, whether and to what extent collaborative problem solving can result in a rise or decrease in critical thinking. The findings show that (1) collaborative problem solving is an effective teaching approach to foster students’ critical thinking, with a significant overall effect size (ES = 0.82, z  = 12.78, P  < 0.01, 95% CI [0.69, 0.95]); (2) in respect to the dimensions of critical thinking, collaborative problem solving can significantly and successfully enhance students’ attitudinal tendencies (ES = 1.17, z  = 7.62, P  < 0.01, 95% CI[0.87, 1.47]); nevertheless, it falls short in terms of improving students’ cognitive skills, having only an upper-middle impact (ES = 0.70, z  = 11.55, P  < 0.01, 95% CI[0.58, 0.82]); and (3) the teaching type (chi 2  = 7.20, P  < 0.05), intervention duration (chi 2  = 12.18, P  < 0.01), subject area (chi 2  = 13.36, P  < 0.05), group size (chi 2  = 8.77, P  < 0.05), and learning scaffold (chi 2  = 9.03, P  < 0.01) all have an impact on critical thinking, and they can be viewed as important moderating factors that affect how critical thinking develops. On the basis of these results, recommendations are made for further study and instruction to better support students’ critical thinking in the context of collaborative problem-solving.

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Introduction.

Although critical thinking has a long history in research, the concept of critical thinking, which is regarded as an essential competence for learners in the 21st century, has recently attracted more attention from researchers and teaching practitioners (National Research Council, 2012 ). Critical thinking should be the core of curriculum reform based on key competencies in the field of education (Peng and Deng, 2017 ) because students with critical thinking can not only understand the meaning of knowledge but also effectively solve practical problems in real life even after knowledge is forgotten (Kek and Huijser, 2011 ). The definition of critical thinking is not universal (Ennis, 1989 ; Castle, 2009 ; Niu et al., 2013 ). In general, the definition of critical thinking is a self-aware and self-regulated thought process (Facione, 1990 ; Niu et al., 2013 ). It refers to the cognitive skills needed to interpret, analyze, synthesize, reason, and evaluate information as well as the attitudinal tendency to apply these abilities (Halpern, 2001 ). The view that critical thinking can be taught and learned through curriculum teaching has been widely supported by many researchers (e.g., Kuncel, 2011 ; Leng and Lu, 2020 ), leading to educators’ efforts to foster it among students. In the field of teaching practice, there are three types of courses for teaching critical thinking (Ennis, 1989 ). The first is an independent curriculum in which critical thinking is taught and cultivated without involving the knowledge of specific disciplines; the second is an integrated curriculum in which critical thinking is integrated into the teaching of other disciplines as a clear teaching goal; and the third is a mixed curriculum in which critical thinking is taught in parallel to the teaching of other disciplines for mixed teaching training. Furthermore, numerous measuring tools have been developed by researchers and educators to measure critical thinking in the context of teaching practice. These include standardized measurement tools, such as WGCTA, CCTST, CCTT, and CCTDI, which have been verified by repeated experiments and are considered effective and reliable by international scholars (Facione and Facione, 1992 ). In short, descriptions of critical thinking, including its two dimensions of attitudinal tendency and cognitive skills, different types of teaching courses, and standardized measurement tools provide a complex normative framework for understanding, teaching, and evaluating critical thinking.

Cultivating critical thinking in curriculum teaching can start with a problem, and one of the most popular critical thinking instructional approaches is problem-based learning (Liu et al., 2020 ). Duch et al. ( 2001 ) noted that problem-based learning in group collaboration is progressive active learning, which can improve students’ critical thinking and problem-solving skills. Collaborative problem-solving is the organic integration of collaborative learning and problem-based learning, which takes learners as the center of the learning process and uses problems with poor structure in real-world situations as the starting point for the learning process (Liang et al., 2017 ). Students learn the knowledge needed to solve problems in a collaborative group, reach a consensus on problems in the field, and form solutions through social cooperation methods, such as dialogue, interpretation, questioning, debate, negotiation, and reflection, thus promoting the development of learners’ domain knowledge and critical thinking (Cindy, 2004 ; Liang et al., 2017 ).

Collaborative problem-solving has been widely used in the teaching practice of critical thinking, and several studies have attempted to conduct a systematic review and meta-analysis of the empirical literature on critical thinking from various perspectives. However, little attention has been paid to the impact of collaborative problem-solving on critical thinking. Therefore, the best approach for developing and enhancing critical thinking throughout collaborative problem-solving is to examine how to implement critical thinking instruction; however, this issue is still unexplored, which means that many teachers are incapable of better instructing critical thinking (Leng and Lu, 2020 ; Niu et al., 2013 ). For example, Huber ( 2016 ) provided the meta-analysis findings of 71 publications on gaining critical thinking over various time frames in college with the aim of determining whether critical thinking was truly teachable. These authors found that learners significantly improve their critical thinking while in college and that critical thinking differs with factors such as teaching strategies, intervention duration, subject area, and teaching type. The usefulness of collaborative problem-solving in fostering students’ critical thinking, however, was not determined by this study, nor did it reveal whether there existed significant variations among the different elements. A meta-analysis of 31 pieces of educational literature was conducted by Liu et al. ( 2020 ) to assess the impact of problem-solving on college students’ critical thinking. These authors found that problem-solving could promote the development of critical thinking among college students and proposed establishing a reasonable group structure for problem-solving in a follow-up study to improve students’ critical thinking. Additionally, previous empirical studies have reached inconclusive and even contradictory conclusions about whether and to what extent collaborative problem-solving increases or decreases critical thinking levels. As an illustration, Yang et al. ( 2008 ) carried out an experiment on the integrated curriculum teaching of college students based on a web bulletin board with the goal of fostering participants’ critical thinking in the context of collaborative problem-solving. These authors’ research revealed that through sharing, debating, examining, and reflecting on various experiences and ideas, collaborative problem-solving can considerably enhance students’ critical thinking in real-life problem situations. In contrast, collaborative problem-solving had a positive impact on learners’ interaction and could improve learning interest and motivation but could not significantly improve students’ critical thinking when compared to traditional classroom teaching, according to research by Naber and Wyatt ( 2014 ) and Sendag and Odabasi ( 2009 ) on undergraduate and high school students, respectively.

The above studies show that there is inconsistency regarding the effectiveness of collaborative problem-solving in promoting students’ critical thinking. Therefore, it is essential to conduct a thorough and trustworthy review to detect and decide whether and to what degree collaborative problem-solving can result in a rise or decrease in critical thinking. Meta-analysis is a quantitative analysis approach that is utilized to examine quantitative data from various separate studies that are all focused on the same research topic. This approach characterizes the effectiveness of its impact by averaging the effect sizes of numerous qualitative studies in an effort to reduce the uncertainty brought on by independent research and produce more conclusive findings (Lipsey and Wilson, 2001 ).

This paper used a meta-analytic approach and carried out a meta-analysis to examine the effectiveness of collaborative problem-solving in promoting students’ critical thinking in order to make a contribution to both research and practice. The following research questions were addressed by this meta-analysis:

What is the overall effect size of collaborative problem-solving in promoting students’ critical thinking and its impact on the two dimensions of critical thinking (i.e., attitudinal tendency and cognitive skills)?

How are the disparities between the study conclusions impacted by various moderating variables if the impacts of various experimental designs in the included studies are heterogeneous?

This research followed the strict procedures (e.g., database searching, identification, screening, eligibility, merging, duplicate removal, and analysis of included studies) of Cooper’s ( 2010 ) proposed meta-analysis approach for examining quantitative data from various separate studies that are all focused on the same research topic. The relevant empirical research that appeared in worldwide educational periodicals within the 21st century was subjected to this meta-analysis using Rev-Man 5.4. The consistency of the data extracted separately by two researchers was tested using Cohen’s kappa coefficient, and a publication bias test and a heterogeneity test were run on the sample data to ascertain the quality of this meta-analysis.

Data sources and search strategies

There were three stages to the data collection process for this meta-analysis, as shown in Fig. 1 , which shows the number of articles included and eliminated during the selection process based on the statement and study eligibility criteria.

This flowchart shows the number of records identified, included and excluded in the article.

First, the databases used to systematically search for relevant articles were the journal papers of the Web of Science Core Collection and the Chinese Core source journal, as well as the Chinese Social Science Citation Index (CSSCI) source journal papers included in CNKI. These databases were selected because they are credible platforms that are sources of scholarly and peer-reviewed information with advanced search tools and contain literature relevant to the subject of our topic from reliable researchers and experts. The search string with the Boolean operator used in the Web of Science was “TS = (((“critical thinking” or “ct” and “pretest” or “posttest”) or (“critical thinking” or “ct” and “control group” or “quasi experiment” or “experiment”)) and (“collaboration” or “collaborative learning” or “CSCL”) and (“problem solving” or “problem-based learning” or “PBL”))”. The research area was “Education Educational Research”, and the search period was “January 1, 2000, to December 30, 2021”. A total of 412 papers were obtained. The search string with the Boolean operator used in the CNKI was “SU = (‘critical thinking’*‘collaboration’ + ‘critical thinking’*‘collaborative learning’ + ‘critical thinking’*‘CSCL’ + ‘critical thinking’*‘problem solving’ + ‘critical thinking’*‘problem-based learning’ + ‘critical thinking’*‘PBL’ + ‘critical thinking’*‘problem oriented’) AND FT = (‘experiment’ + ‘quasi experiment’ + ‘pretest’ + ‘posttest’ + ‘empirical study’)” (translated into Chinese when searching). A total of 56 studies were found throughout the search period of “January 2000 to December 2021”. From the databases, all duplicates and retractions were eliminated before exporting the references into Endnote, a program for managing bibliographic references. In all, 466 studies were found.

Second, the studies that matched the inclusion and exclusion criteria for the meta-analysis were chosen by two researchers after they had reviewed the abstracts and titles of the gathered articles, yielding a total of 126 studies.

Third, two researchers thoroughly reviewed each included article’s whole text in accordance with the inclusion and exclusion criteria. Meanwhile, a snowball search was performed using the references and citations of the included articles to ensure complete coverage of the articles. Ultimately, 36 articles were kept.

Two researchers worked together to carry out this entire process, and a consensus rate of almost 94.7% was reached after discussion and negotiation to clarify any emerging differences.

Eligibility criteria

Since not all the retrieved studies matched the criteria for this meta-analysis, eligibility criteria for both inclusion and exclusion were developed as follows:

The publication language of the included studies was limited to English and Chinese, and the full text could be obtained. Articles that did not meet the publication language and articles not published between 2000 and 2021 were excluded.

The research design of the included studies must be empirical and quantitative studies that can assess the effect of collaborative problem-solving on the development of critical thinking. Articles that could not identify the causal mechanisms by which collaborative problem-solving affects critical thinking, such as review articles and theoretical articles, were excluded.

The research method of the included studies must feature a randomized control experiment or a quasi-experiment, or a natural experiment, which have a higher degree of internal validity with strong experimental designs and can all plausibly provide evidence that critical thinking and collaborative problem-solving are causally related. Articles with non-experimental research methods, such as purely correlational or observational studies, were excluded.

The participants of the included studies were only students in school, including K-12 students and college students. Articles in which the participants were non-school students, such as social workers or adult learners, were excluded.

The research results of the included studies must mention definite signs that may be utilized to gauge critical thinking’s impact (e.g., sample size, mean value, or standard deviation). Articles that lacked specific measurement indicators for critical thinking and could not calculate the effect size were excluded.

Data coding design

In order to perform a meta-analysis, it is necessary to collect the most important information from the articles, codify that information’s properties, and convert descriptive data into quantitative data. Therefore, this study designed a data coding template (see Table 1 ). Ultimately, 16 coding fields were retained.

The designed data-coding template consisted of three pieces of information. Basic information about the papers was included in the descriptive information: the publishing year, author, serial number, and title of the paper.

The variable information for the experimental design had three variables: the independent variable (instruction method), the dependent variable (critical thinking), and the moderating variable (learning stage, teaching type, intervention duration, learning scaffold, group size, measuring tool, and subject area). Depending on the topic of this study, the intervention strategy, as the independent variable, was coded into collaborative and non-collaborative problem-solving. The dependent variable, critical thinking, was coded as a cognitive skill and an attitudinal tendency. And seven moderating variables were created by grouping and combining the experimental design variables discovered within the 36 studies (see Table 1 ), where learning stages were encoded as higher education, high school, middle school, and primary school or lower; teaching types were encoded as mixed courses, integrated courses, and independent courses; intervention durations were encoded as 0–1 weeks, 1–4 weeks, 4–12 weeks, and more than 12 weeks; group sizes were encoded as 2–3 persons, 4–6 persons, 7–10 persons, and more than 10 persons; learning scaffolds were encoded as teacher-supported learning scaffold, technique-supported learning scaffold, and resource-supported learning scaffold; measuring tools were encoded as standardized measurement tools (e.g., WGCTA, CCTT, CCTST, and CCTDI) and self-adapting measurement tools (e.g., modified or made by researchers); and subject areas were encoded according to the specific subjects used in the 36 included studies.

The data information contained three metrics for measuring critical thinking: sample size, average value, and standard deviation. It is vital to remember that studies with various experimental designs frequently adopt various formulas to determine the effect size. And this paper used Morris’ proposed standardized mean difference (SMD) calculation formula ( 2008 , p. 369; see Supplementary Table S3 ).

Procedure for extracting and coding data

According to the data coding template (see Table 1 ), the 36 papers’ information was retrieved by two researchers, who then entered them into Excel (see Supplementary Table S1 ). The results of each study were extracted separately in the data extraction procedure if an article contained numerous studies on critical thinking, or if a study assessed different critical thinking dimensions. For instance, Tiwari et al. ( 2010 ) used four time points, which were viewed as numerous different studies, to examine the outcomes of critical thinking, and Chen ( 2013 ) included the two outcome variables of attitudinal tendency and cognitive skills, which were regarded as two studies. After discussion and negotiation during data extraction, the two researchers’ consistency test coefficients were roughly 93.27%. Supplementary Table S2 details the key characteristics of the 36 included articles with 79 effect quantities, including descriptive information (e.g., the publishing year, author, serial number, and title of the paper), variable information (e.g., independent variables, dependent variables, and moderating variables), and data information (e.g., mean values, standard deviations, and sample size). Following that, testing for publication bias and heterogeneity was done on the sample data using the Rev-Man 5.4 software, and then the test results were used to conduct a meta-analysis.

Publication bias test

When the sample of studies included in a meta-analysis does not accurately reflect the general status of research on the relevant subject, publication bias is said to be exhibited in this research. The reliability and accuracy of the meta-analysis may be impacted by publication bias. Due to this, the meta-analysis needs to check the sample data for publication bias (Stewart et al., 2006 ). A popular method to check for publication bias is the funnel plot; and it is unlikely that there will be publishing bias when the data are equally dispersed on either side of the average effect size and targeted within the higher region. The data are equally dispersed within the higher portion of the efficient zone, consistent with the funnel plot connected with this analysis (see Fig. 2 ), indicating that publication bias is unlikely in this situation.

This funnel plot shows the result of publication bias of 79 effect quantities across 36 studies.

Heterogeneity test

To select the appropriate effect models for the meta-analysis, one might use the results of a heterogeneity test on the data effect sizes. In a meta-analysis, it is common practice to gauge the degree of data heterogeneity using the I 2 value, and I 2  ≥ 50% is typically understood to denote medium-high heterogeneity, which calls for the adoption of a random effect model; if not, a fixed effect model ought to be applied (Lipsey and Wilson, 2001 ). The findings of the heterogeneity test in this paper (see Table 2 ) revealed that I 2 was 86% and displayed significant heterogeneity ( P  < 0.01). To ensure accuracy and reliability, the overall effect size ought to be calculated utilizing the random effect model.

The analysis of the overall effect size

This meta-analysis utilized a random effect model to examine 79 effect quantities from 36 studies after eliminating heterogeneity. In accordance with Cohen’s criterion (Cohen, 1992 ), it is abundantly clear from the analysis results, which are shown in the forest plot of the overall effect (see Fig. 3 ), that the cumulative impact size of cooperative problem-solving is 0.82, which is statistically significant ( z  = 12.78, P  < 0.01, 95% CI [0.69, 0.95]), and can encourage learners to practice critical thinking.

This forest plot shows the analysis result of the overall effect size across 36 studies.

In addition, this study examined two distinct dimensions of critical thinking to better understand the precise contributions that collaborative problem-solving makes to the growth of critical thinking. The findings (see Table 3 ) indicate that collaborative problem-solving improves cognitive skills (ES = 0.70) and attitudinal tendency (ES = 1.17), with significant intergroup differences (chi 2  = 7.95, P  < 0.01). Although collaborative problem-solving improves both dimensions of critical thinking, it is essential to point out that the improvements in students’ attitudinal tendency are much more pronounced and have a significant comprehensive effect (ES = 1.17, z  = 7.62, P  < 0.01, 95% CI [0.87, 1.47]), whereas gains in learners’ cognitive skill are slightly improved and are just above average. (ES = 0.70, z  = 11.55, P  < 0.01, 95% CI [0.58, 0.82]).

The analysis of moderator effect size

The whole forest plot’s 79 effect quantities underwent a two-tailed test, which revealed significant heterogeneity ( I 2  = 86%, z  = 12.78, P  < 0.01), indicating differences between various effect sizes that may have been influenced by moderating factors other than sampling error. Therefore, exploring possible moderating factors that might produce considerable heterogeneity was done using subgroup analysis, such as the learning stage, learning scaffold, teaching type, group size, duration of the intervention, measuring tool, and the subject area included in the 36 experimental designs, in order to further explore the key factors that influence critical thinking. The findings (see Table 4 ) indicate that various moderating factors have advantageous effects on critical thinking. In this situation, the subject area (chi 2  = 13.36, P  < 0.05), group size (chi 2  = 8.77, P  < 0.05), intervention duration (chi 2  = 12.18, P  < 0.01), learning scaffold (chi 2  = 9.03, P  < 0.01), and teaching type (chi 2  = 7.20, P  < 0.05) are all significant moderators that can be applied to support the cultivation of critical thinking. However, since the learning stage and the measuring tools did not significantly differ among intergroup (chi 2  = 3.15, P  = 0.21 > 0.05, and chi 2  = 0.08, P  = 0.78 > 0.05), we are unable to explain why these two factors are crucial in supporting the cultivation of critical thinking in the context of collaborative problem-solving. These are the precise outcomes, as follows:

Various learning stages influenced critical thinking positively, without significant intergroup differences (chi 2  = 3.15, P  = 0.21 > 0.05). High school was first on the list of effect sizes (ES = 1.36, P  < 0.01), then higher education (ES = 0.78, P  < 0.01), and middle school (ES = 0.73, P  < 0.01). These results show that, despite the learning stage’s beneficial influence on cultivating learners’ critical thinking, we are unable to explain why it is essential for cultivating critical thinking in the context of collaborative problem-solving.

Different teaching types had varying degrees of positive impact on critical thinking, with significant intergroup differences (chi 2  = 7.20, P  < 0.05). The effect size was ranked as follows: mixed courses (ES = 1.34, P  < 0.01), integrated courses (ES = 0.81, P  < 0.01), and independent courses (ES = 0.27, P  < 0.01). These results indicate that the most effective approach to cultivate critical thinking utilizing collaborative problem solving is through the teaching type of mixed courses.

Various intervention durations significantly improved critical thinking, and there were significant intergroup differences (chi 2  = 12.18, P  < 0.01). The effect sizes related to this variable showed a tendency to increase with longer intervention durations. The improvement in critical thinking reached a significant level (ES = 0.85, P  < 0.01) after more than 12 weeks of training. These findings indicate that the intervention duration and critical thinking’s impact are positively correlated, with a longer intervention duration having a greater effect.

Different learning scaffolds influenced critical thinking positively, with significant intergroup differences (chi 2  = 9.03, P  < 0.01). The resource-supported learning scaffold (ES = 0.69, P  < 0.01) acquired a medium-to-higher level of impact, the technique-supported learning scaffold (ES = 0.63, P  < 0.01) also attained a medium-to-higher level of impact, and the teacher-supported learning scaffold (ES = 0.92, P  < 0.01) displayed a high level of significant impact. These results show that the learning scaffold with teacher support has the greatest impact on cultivating critical thinking.

Various group sizes influenced critical thinking positively, and the intergroup differences were statistically significant (chi 2  = 8.77, P  < 0.05). Critical thinking showed a general declining trend with increasing group size. The overall effect size of 2–3 people in this situation was the biggest (ES = 0.99, P  < 0.01), and when the group size was greater than 7 people, the improvement in critical thinking was at the lower-middle level (ES < 0.5, P  < 0.01). These results show that the impact on critical thinking is positively connected with group size, and as group size grows, so does the overall impact.

Various measuring tools influenced critical thinking positively, with significant intergroup differences (chi 2  = 0.08, P  = 0.78 > 0.05). In this situation, the self-adapting measurement tools obtained an upper-medium level of effect (ES = 0.78), whereas the complete effect size of the standardized measurement tools was the largest, achieving a significant level of effect (ES = 0.84, P  < 0.01). These results show that, despite the beneficial influence of the measuring tool on cultivating critical thinking, we are unable to explain why it is crucial in fostering the growth of critical thinking by utilizing the approach of collaborative problem-solving.

Different subject areas had a greater impact on critical thinking, and the intergroup differences were statistically significant (chi 2  = 13.36, P  < 0.05). Mathematics had the greatest overall impact, achieving a significant level of effect (ES = 1.68, P  < 0.01), followed by science (ES = 1.25, P  < 0.01) and medical science (ES = 0.87, P  < 0.01), both of which also achieved a significant level of effect. Programming technology was the least effective (ES = 0.39, P  < 0.01), only having a medium-low degree of effect compared to education (ES = 0.72, P  < 0.01) and other fields (such as language, art, and social sciences) (ES = 0.58, P  < 0.01). These results suggest that scientific fields (e.g., mathematics, science) may be the most effective subject areas for cultivating critical thinking utilizing the approach of collaborative problem-solving.

The effectiveness of collaborative problem solving with regard to teaching critical thinking

According to this meta-analysis, using collaborative problem-solving as an intervention strategy in critical thinking teaching has a considerable amount of impact on cultivating learners’ critical thinking as a whole and has a favorable promotional effect on the two dimensions of critical thinking. According to certain studies, collaborative problem solving, the most frequently used critical thinking teaching strategy in curriculum instruction can considerably enhance students’ critical thinking (e.g., Liang et al., 2017 ; Liu et al., 2020 ; Cindy, 2004 ). This meta-analysis provides convergent data support for the above research views. Thus, the findings of this meta-analysis not only effectively address the first research query regarding the overall effect of cultivating critical thinking and its impact on the two dimensions of critical thinking (i.e., attitudinal tendency and cognitive skills) utilizing the approach of collaborative problem-solving, but also enhance our confidence in cultivating critical thinking by using collaborative problem-solving intervention approach in the context of classroom teaching.

Furthermore, the associated improvements in attitudinal tendency are much stronger, but the corresponding improvements in cognitive skill are only marginally better. According to certain studies, cognitive skill differs from the attitudinal tendency in classroom instruction; the cultivation and development of the former as a key ability is a process of gradual accumulation, while the latter as an attitude is affected by the context of the teaching situation (e.g., a novel and exciting teaching approach, challenging and rewarding tasks) (Halpern, 2001 ; Wei and Hong, 2022 ). Collaborative problem-solving as a teaching approach is exciting and interesting, as well as rewarding and challenging; because it takes the learners as the focus and examines problems with poor structure in real situations, and it can inspire students to fully realize their potential for problem-solving, which will significantly improve their attitudinal tendency toward solving problems (Liu et al., 2020 ). Similar to how collaborative problem-solving influences attitudinal tendency, attitudinal tendency impacts cognitive skill when attempting to solve a problem (Liu et al., 2020 ; Zhang et al., 2022 ), and stronger attitudinal tendencies are associated with improved learning achievement and cognitive ability in students (Sison, 2008 ; Zhang et al., 2022 ). It can be seen that the two specific dimensions of critical thinking as well as critical thinking as a whole are affected by collaborative problem-solving, and this study illuminates the nuanced links between cognitive skills and attitudinal tendencies with regard to these two dimensions of critical thinking. To fully develop students’ capacity for critical thinking, future empirical research should pay closer attention to cognitive skills.

The moderating effects of collaborative problem solving with regard to teaching critical thinking

In order to further explore the key factors that influence critical thinking, exploring possible moderating effects that might produce considerable heterogeneity was done using subgroup analysis. The findings show that the moderating factors, such as the teaching type, learning stage, group size, learning scaffold, duration of the intervention, measuring tool, and the subject area included in the 36 experimental designs, could all support the cultivation of collaborative problem-solving in critical thinking. Among them, the effect size differences between the learning stage and measuring tool are not significant, which does not explain why these two factors are crucial in supporting the cultivation of critical thinking utilizing the approach of collaborative problem-solving.

In terms of the learning stage, various learning stages influenced critical thinking positively without significant intergroup differences, indicating that we are unable to explain why it is crucial in fostering the growth of critical thinking.

Although high education accounts for 70.89% of all empirical studies performed by researchers, high school may be the appropriate learning stage to foster students’ critical thinking by utilizing the approach of collaborative problem-solving since it has the largest overall effect size. This phenomenon may be related to student’s cognitive development, which needs to be further studied in follow-up research.

With regard to teaching type, mixed course teaching may be the best teaching method to cultivate students’ critical thinking. Relevant studies have shown that in the actual teaching process if students are trained in thinking methods alone, the methods they learn are isolated and divorced from subject knowledge, which is not conducive to their transfer of thinking methods; therefore, if students’ thinking is trained only in subject teaching without systematic method training, it is challenging to apply to real-world circumstances (Ruggiero, 2012 ; Hu and Liu, 2015 ). Teaching critical thinking as mixed course teaching in parallel to other subject teachings can achieve the best effect on learners’ critical thinking, and explicit critical thinking instruction is more effective than less explicit critical thinking instruction (Bensley and Spero, 2014 ).

In terms of the intervention duration, with longer intervention times, the overall effect size shows an upward tendency. Thus, the intervention duration and critical thinking’s impact are positively correlated. Critical thinking, as a key competency for students in the 21st century, is difficult to get a meaningful improvement in a brief intervention duration. Instead, it could be developed over a lengthy period of time through consistent teaching and the progressive accumulation of knowledge (Halpern, 2001 ; Hu and Liu, 2015 ). Therefore, future empirical studies ought to take these restrictions into account throughout a longer period of critical thinking instruction.

With regard to group size, a group size of 2–3 persons has the highest effect size, and the comprehensive effect size decreases with increasing group size in general. This outcome is in line with some research findings; as an example, a group composed of two to four members is most appropriate for collaborative learning (Schellens and Valcke, 2006 ). However, the meta-analysis results also indicate that once the group size exceeds 7 people, small groups cannot produce better interaction and performance than large groups. This may be because the learning scaffolds of technique support, resource support, and teacher support improve the frequency and effectiveness of interaction among group members, and a collaborative group with more members may increase the diversity of views, which is helpful to cultivate critical thinking utilizing the approach of collaborative problem-solving.

With regard to the learning scaffold, the three different kinds of learning scaffolds can all enhance critical thinking. Among them, the teacher-supported learning scaffold has the largest overall effect size, demonstrating the interdependence of effective learning scaffolds and collaborative problem-solving. This outcome is in line with some research findings; as an example, a successful strategy is to encourage learners to collaborate, come up with solutions, and develop critical thinking skills by using learning scaffolds (Reiser, 2004 ; Xu et al., 2022 ); learning scaffolds can lower task complexity and unpleasant feelings while also enticing students to engage in learning activities (Wood et al., 2006 ); learning scaffolds are designed to assist students in using learning approaches more successfully to adapt the collaborative problem-solving process, and the teacher-supported learning scaffolds have the greatest influence on critical thinking in this process because they are more targeted, informative, and timely (Xu et al., 2022 ).

With respect to the measuring tool, despite the fact that standardized measurement tools (such as the WGCTA, CCTT, and CCTST) have been acknowledged as trustworthy and effective by worldwide experts, only 54.43% of the research included in this meta-analysis adopted them for assessment, and the results indicated no intergroup differences. These results suggest that not all teaching circumstances are appropriate for measuring critical thinking using standardized measurement tools. “The measuring tools for measuring thinking ability have limits in assessing learners in educational situations and should be adapted appropriately to accurately assess the changes in learners’ critical thinking.”, according to Simpson and Courtney ( 2002 , p. 91). As a result, in order to more fully and precisely gauge how learners’ critical thinking has evolved, we must properly modify standardized measuring tools based on collaborative problem-solving learning contexts.

With regard to the subject area, the comprehensive effect size of science departments (e.g., mathematics, science, medical science) is larger than that of language arts and social sciences. Some recent international education reforms have noted that critical thinking is a basic part of scientific literacy. Students with scientific literacy can prove the rationality of their judgment according to accurate evidence and reasonable standards when they face challenges or poorly structured problems (Kyndt et al., 2013 ), which makes critical thinking crucial for developing scientific understanding and applying this understanding to practical problem solving for problems related to science, technology, and society (Yore et al., 2007 ).

Suggestions for critical thinking teaching

Other than those stated in the discussion above, the following suggestions are offered for critical thinking instruction utilizing the approach of collaborative problem-solving.

First, teachers should put a special emphasis on the two core elements, which are collaboration and problem-solving, to design real problems based on collaborative situations. This meta-analysis provides evidence to support the view that collaborative problem-solving has a strong synergistic effect on promoting students’ critical thinking. Asking questions about real situations and allowing learners to take part in critical discussions on real problems during class instruction are key ways to teach critical thinking rather than simply reading speculative articles without practice (Mulnix, 2012 ). Furthermore, the improvement of students’ critical thinking is realized through cognitive conflict with other learners in the problem situation (Yang et al., 2008 ). Consequently, it is essential for teachers to put a special emphasis on the two core elements, which are collaboration and problem-solving, and design real problems and encourage students to discuss, negotiate, and argue based on collaborative problem-solving situations.

Second, teachers should design and implement mixed courses to cultivate learners’ critical thinking, utilizing the approach of collaborative problem-solving. Critical thinking can be taught through curriculum instruction (Kuncel, 2011 ; Leng and Lu, 2020 ), with the goal of cultivating learners’ critical thinking for flexible transfer and application in real problem-solving situations. This meta-analysis shows that mixed course teaching has a highly substantial impact on the cultivation and promotion of learners’ critical thinking. Therefore, teachers should design and implement mixed course teaching with real collaborative problem-solving situations in combination with the knowledge content of specific disciplines in conventional teaching, teach methods and strategies of critical thinking based on poorly structured problems to help students master critical thinking, and provide practical activities in which students can interact with each other to develop knowledge construction and critical thinking utilizing the approach of collaborative problem-solving.

Third, teachers should be more trained in critical thinking, particularly preservice teachers, and they also should be conscious of the ways in which teachers’ support for learning scaffolds can promote critical thinking. The learning scaffold supported by teachers had the greatest impact on learners’ critical thinking, in addition to being more directive, targeted, and timely (Wood et al., 2006 ). Critical thinking can only be effectively taught when teachers recognize the significance of critical thinking for students’ growth and use the proper approaches while designing instructional activities (Forawi, 2016 ). Therefore, with the intention of enabling teachers to create learning scaffolds to cultivate learners’ critical thinking utilizing the approach of collaborative problem solving, it is essential to concentrate on the teacher-supported learning scaffolds and enhance the instruction for teaching critical thinking to teachers, especially preservice teachers.

Implications and limitations

There are certain limitations in this meta-analysis, but future research can correct them. First, the search languages were restricted to English and Chinese, so it is possible that pertinent studies that were written in other languages were overlooked, resulting in an inadequate number of articles for review. Second, these data provided by the included studies are partially missing, such as whether teachers were trained in the theory and practice of critical thinking, the average age and gender of learners, and the differences in critical thinking among learners of various ages and genders. Third, as is typical for review articles, more studies were released while this meta-analysis was being done; therefore, it had a time limit. With the development of relevant research, future studies focusing on these issues are highly relevant and needed.

Conclusions

The subject of the magnitude of collaborative problem-solving’s impact on fostering students’ critical thinking, which received scant attention from other studies, was successfully addressed by this study. The question of the effectiveness of collaborative problem-solving in promoting students’ critical thinking was addressed in this study, which addressed a topic that had gotten little attention in earlier research. The following conclusions can be made:

Regarding the results obtained, collaborative problem solving is an effective teaching approach to foster learners’ critical thinking, with a significant overall effect size (ES = 0.82, z  = 12.78, P  < 0.01, 95% CI [0.69, 0.95]). With respect to the dimensions of critical thinking, collaborative problem-solving can significantly and effectively improve students’ attitudinal tendency, and the comprehensive effect is significant (ES = 1.17, z  = 7.62, P  < 0.01, 95% CI [0.87, 1.47]); nevertheless, it falls short in terms of improving students’ cognitive skills, having only an upper-middle impact (ES = 0.70, z  = 11.55, P  < 0.01, 95% CI [0.58, 0.82]).

As demonstrated by both the results and the discussion, there are varying degrees of beneficial effects on students’ critical thinking from all seven moderating factors, which were found across 36 studies. In this context, the teaching type (chi 2  = 7.20, P  < 0.05), intervention duration (chi 2  = 12.18, P  < 0.01), subject area (chi 2  = 13.36, P  < 0.05), group size (chi 2  = 8.77, P  < 0.05), and learning scaffold (chi 2  = 9.03, P  < 0.01) all have a positive impact on critical thinking, and they can be viewed as important moderating factors that affect how critical thinking develops. Since the learning stage (chi 2  = 3.15, P  = 0.21 > 0.05) and measuring tools (chi 2  = 0.08, P  = 0.78 > 0.05) did not demonstrate any significant intergroup differences, we are unable to explain why these two factors are crucial in supporting the cultivation of critical thinking in the context of collaborative problem-solving.

Data availability

All data generated or analyzed during this study are included within the article and its supplementary information files, and the supplementary information files are available in the Dataverse repository: https://doi.org/10.7910/DVN/IPFJO6 .

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Acknowledgements

This research was supported by the graduate scientific research and innovation project of Xinjiang Uygur Autonomous Region named “Research on in-depth learning of high school information technology courses for the cultivation of computing thinking” (No. XJ2022G190) and the independent innovation fund project for doctoral students of the College of Educational Science of Xinjiang Normal University named “Research on project-based teaching of high school information technology courses from the perspective of discipline core literacy” (No. XJNUJKYA2003).

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Xu, E., Wang, W. & Wang, Q. The effectiveness of collaborative problem solving in promoting students’ critical thinking: A meta-analysis based on empirical literature. Humanit Soc Sci Commun 10 , 16 (2023). https://doi.org/10.1057/s41599-023-01508-1

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How to ace collaborative problem solving

April 30, 2023 They say two heads are better than one, but is that true when it comes to solving problems in the workplace? To solve any problem—whether personal (eg, deciding where to live), business-related (eg, raising product prices), or societal (eg, reversing the obesity epidemic)—it’s crucial to first define the problem. In a team setting, that translates to establishing a collective understanding of the problem, awareness of context, and alignment of stakeholders. “Both good strategy and good problem solving involve getting clarity about the problem at hand, being able to disaggregate it in some way, and setting priorities,” Rob McLean, McKinsey director emeritus, told McKinsey senior partner Chris Bradley  in an Inside the Strategy Room podcast episode . Check out these insights to uncover how your team can come up with the best solutions for the most complex challenges by adopting a methodical and collaborative approach. 

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How to adopt a collaborative problem-solving approach through 'yes, and' thinking.

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After more than 24 years of coaching, I've noticed that teams and organizations still use traditional problem-solving techniques despite these being either obsolete or ineffective. For example, individuals still attempt to focus and dissect problems on their own with the hope of coming up with a solution by themselves.

I also notice a pattern of clients operating in silos. They have a tendency to equate the ability to solve problems by themselves as a form of independence and initiative. This works only to a certain degree. As the problem becomes more complex, this solo-solving technique becomes ineffective. Instead, teams should tap into the increasingly diverse and multidisciplinary pool that makes up the workforce. Not only is this useful for performance and productivity but also for problem solving.

I have found the collaborative problem-solving approach, by Alexander Hancock , to be an effective approach to achieving clients’ objectives. Collaborative problem solving occurs as you collaborate with other people to exchange information, ideas or perspectives. The essence of this type of collaboration is based on “yes, and” thinking – building on and valuing each other’s ideas.

Any individual, team or company can take advantage of this approach. I have found this approach to be most effective for companies facing problems that involve team members from different departments, backgrounds and personalities. This is also an approach that is usually unique to the coaching profession.

In any situation, when someone comes to you as a leader with a problem to discuss, your role is to help him or her look for the causes and discover solutions. Your role is not to resolve the problem alone but to guide them through collaborative problem-solving approach.

Attitudes For Collaborative Problem Solving

Hancock provides the list below of attitudes that are best paired with the approach:

• Win-win abundance thinking:  Collaboration allows you to work with others to develop solutions that will benefit you both. The key concept is to believe that it is possible to create a synergistic solution before you create them. It is not "you vs. me" — we can both succeed. Develop an "abundance mentality" — there is enough for everyone. “If you win, we all win.”

• Patience:  Collaboration takes time. You need to recognize that you are both helping one another to reach a resolution, and it may take more than one meeting to discuss. You will often need to work together over time to reach a satisfying solution that you will both agree on.

• “Yes, and” thinking:  Move away from polarized (either/or) thinking, and develop a “yes, and” way of thinking. This thinking is supporting a suggested idea and building on the idea to make it better.

Benefits Of Collaborative Problem Solving

Collaborative problem solving opens communication and builds trust in the relationship as you and your co-collaborator discover that you are both working together toward a shared outcome. This increases a joint commitment to the relationship and to the organization. It also indicates a commitment to helping others reach their goals and objectives, and to improve everyone’s performance for the company or the organization. Collaborative communication also encourages finding creative solutions. This increases the likelihood that others will take ownership of an issue and its solution.

Collaborative Problem-Solving Techniques

There are techniques that can help you engage in collaborative communication. Here are a few examples:

• Build on and connect ideas, rather than discarding one idea and looking for another one.

• Explore the strengths and drawbacks of each idea, compare and balance the pluses and drawbacks of each idea.

• Convert drawbacks to new possibilities. Try to find ways to integrate and combine new possibilities into an existing idea.

• When sharing your own opinion, make sure you offer it as a suggestion and not as a directive. The intention of collaborative problem solving is to provide a catalyst for exploration and consideration, instead of having the other person accept your advice or direction.

The collaborative problem-solving approach paves ways to open communication, trust, better planning and smooth implementation of a plan or strategy.

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Unlocking the Power of Collaborative Problem-Solving

In the realm of problem-solving, collaboration acts as a catalyst, amalgamating diverse perspectives and ideas to foster creativity and innovation. Agile teams have been proven to excel in problem-solving compared to individuals. The complexity of contemporary business problems necessitates collaboration, as no single individual possesses the capabilities to resolve them alone. However, the presence of individualistic behavior during meetings can obstruct collaboration and hinder productivity. Dominant individuals tend to monopolize attention, suppressing the voices and contributions of others. This shift towards ego-driven competition can be detrimental. To cultivate collaborative teamwork, strategies such as promoting active participation, fostering a culture of respect and open communication, and providing training and resources to enhance teamwork skills are essential. Acknowledging and rewarding collaborative behaviors and achievements, as well as creating opportunities for cross-functional collaboration and knowledge-sharing, are also vital in unlocking the power of collaborative problem-solving.

Table of Contents

Key Takeaways

• Collaborative problem-solving enhances effectiveness and leads to more comprehensive and well-rounded solutions.
• Individualistic behavior in problem-solving hinders contributions and stifles the voices of team members.
• Strategies for building a collaborative culture include building trust, fostering teamwork, establishing clear goals and expectations, and promoting diversity and inclusion.
• Effective strategies for active participation in meetings include active listening, effective facilitation, encouraging equal participation, and creating a supportive and inclusive environment.

The Benefits of Collaborative Problem-Solving

Collaborative problem-solving offers numerous benefits, including enhanced problem-solving effectiveness, diverse perspectives and ideas, increased creativity and innovation, and a sense of ownership and accountability among team members. The benefits of collaboration are significant in problem-solving processes. By working together as a team, individuals can draw upon a wider range of knowledge, skills, and experiences. This diversity of perspectives and ideas can lead to more comprehensive and well-rounded solutions. Additionally, collaboration fosters creativity and innovation by encouraging the exploration of different approaches and possibilities. The collective efforts of team members also create a sense of ownership and accountability, as each individual has a stake in the outcome of the problem-solving process. This sense of ownership can motivate team members to actively contribute and take responsibility for their actions, ultimately leading to more effective problem-solving outcomes. In summary, collaborative problem-solving is essential for harnessing the benefits of collaboration and recognizing the importance of teamwork in achieving successful outcomes.

The Pitfalls of Individualistic Behavior in Problem-Solving

Individualistic behavior in problem-solving can hinder the contributions and voices of team members, leading to less productive and inclusive meetings. When individuals prioritize their own ego-driven behavior, they often dominate discussions and receive undue attention from leaders. This behavior stifles the voices and contributions of others, creating an imbalance in participation. As a result, meetings become less productive as the focus shifts from problem-solving to individual competition. Leadership plays a crucial role in fostering collaboration within teams. By encouraging active participation and equal contribution from all team members, leaders can create a culture of respect and open communication. Additionally, providing training and resources to enhance teamwork skills, recognizing and rewarding collaborative behaviors, and creating opportunities for cross-functional collaboration can further support the development of collaborative problem-solving.

Building a Collaborative Culture in Your Team

Creating a culture that fosters effective teamwork and encourages equal participation is essential for building a cohesive and productive team. To achieve this, several strategies can be implemented:

• Building trust: Creating an environment where team members feel safe to express their opinions, share their ideas, and take risks.
• Fostering teamwork: Encouraging collaboration and cooperation among team members, promoting a sense of shared responsibility and collective success.
• Establishing clear goals and expectations: Setting clear objectives and defining individual roles and responsibilities to ensure everyone is aligned and working towards a common purpose.
• Providing regular feedback and communication: Regularly communicating with team members about their performance, providing constructive feedback, and addressing any challenges or concerns that may arise.
• Promoting diversity and inclusion: Embracing diversity of perspectives, experiences, and backgrounds within the team to foster creativity, innovation, and a broader range of solutions.

Effective Strategies for Active Participation in Meetings

To enhance the effectiveness of meetings, it is crucial to implement strategies that promote active participation and engagement from all team members. Active listening plays a significant role in achieving this goal. It involves fully concentrating on what others are saying, understanding their perspectives, and responding appropriately. Active listening allows team members to feel heard and valued, leading to increased participation and collaboration. Effective facilitation is another key strategy. A skilled facilitator creates a supportive and inclusive environment, ensuring that all voices are heard and ideas are considered. They guide the conversation, manage time, and encourage equal participation. By incorporating these strategies, meetings become more productive and inclusive, fostering collaboration and problem-solving.

Enhancing Communication for Collaborative Problem-Solving

Enhancing communication is crucial for fostering a collaborative environment that promotes effective problem-solving. To improve communication skills and foster teamwork, several strategies can be implemented:

• Active listening: Cultivating the ability to listen attentively to others’ ideas and perspectives allows for better understanding and collaboration.
• Clear and concise communication: Expressing thoughts and ideas in a clear and concise manner reduces misunderstandings and promotes effective collaboration.
• Open and respectful communication: Encouraging an environment where individuals feel comfortable expressing their opinions fosters teamwork and encourages diverse perspectives.
• Feedback and constructive criticism: Providing feedback and constructive criticism helps individuals develop their communication skills and facilitates growth and improvement within the team.
• Effective non-verbal communication: Paying attention to non-verbal cues such as body language and tone of voice can enhance understanding and promote effective teamwork.

Training and Development for Collaborative Skills

Collaboration is a key aspect of effective problem-solving within teams. Building on the importance of communication in the previous subtopic, this current subtopic focuses on the role of training and development in enhancing collaborative skills. Collaborative training techniques and team building exercises are effective methods to foster a culture of collaboration within teams. These techniques aim to develop skills such as active listening, conflict resolution, and effective collaboration. Collaborative training techniques involve activities like role-playing, case studies, and group discussions, which encourage participants to work together towards a common goal. Team building exercises, on the other hand, promote trust, cooperation, and communication among team members. By engaging in these activities, individuals learn to value and leverage diverse perspectives, enhance their problem-solving abilities, and establish strong working relationships. Overall, training and development programs that focus on collaborative skills are essential for unlocking the power of collaborative problem-solving within teams.

Recognizing and Rewarding Collaborative Achievements

Recognizing and rewarding collaborative achievements is a crucial aspect of fostering a culture of teamwork and incentivizing individuals to actively participate in collaborative problem-solving. In order to promote collaboration and teamwork within an organization, the following strategies can be implemented:

• Implement a rewards system that recognizes individuals who actively contribute to collaborative efforts.
• Provide incentives such as promotions or bonuses to those who consistently demonstrate collaborative behaviors.
• Establish clear criteria for evaluating and rewarding collaborative achievements.
• Encourage team members to acknowledge and appreciate the efforts of their colleagues through peer recognition programs.
• Create a supportive environment where collaboration is valued and celebrated.

Creating Opportunities for Cross-Functional Collaboration

In the context of collaborative problem-solving, an important aspect to consider is creating opportunities for cross-functional collaboration. This entails promoting cross-functional synergy and integrating diverse expertise within teams. By bringing together individuals from different functional areas or departments, organizations can benefit from a broader range of knowledge, skills, and perspectives. This promotes a more holistic approach to problem-solving, as diverse expertise can lead to innovative and effective solutions. Creating opportunities for cross-functional collaboration can be achieved through various means, such as organizing interdisciplinary projects or cross-departmental task forces. Additionally, fostering a culture that encourages knowledge-sharing and collaboration across functions can further enhance the effectiveness of cross-functional teams. Overall, integrating diverse expertise and promoting cross-functional synergy can enhance problem-solving capabilities and contribute to organizational success.

Leveraging Diversity for Innovative Problem-Solving

Leveraging the diverse range of knowledge, skills, and perspectives within a team can lead to innovative approaches in addressing problems. Embracing diversity in problem-solving is crucial as it brings different perspectives that enhance the overall quality of solutions. Collaborative innovation, which harnesses the power of teamwork, fosters creativity and enables the generation of creative solutions. It allows for a collective pooling of ideas, experiences, and expertise that can lead to breakthroughs. By working together, individuals can build upon each other’s ideas, challenge assumptions, and explore new possibilities. Collaborative problem-solving also cultivates a sense of ownership and accountability within the team, leading to increased commitment and dedication to finding effective solutions. Overall, embracing diversity and embracing collaborative innovation can unlock the full potential of teams in addressing complex problems.

Overcoming Barriers to Collaboration in Problem-Solving

To overcome barriers to collaboration in problem-solving, it is essential to address individualistic behavior that hinders the equal participation and contribution of team members. Resistance to collaboration often stems from a desire for personal recognition or a fear of losing control. This resistance can manifest in various ways, such as dominating meetings, disregarding others’ ideas, or refusing to share information. To foster inclusivity and encourage collaborative problem-solving, organizations must create an environment that values and rewards teamwork. This can be achieved by promoting a culture of respect and open communication, providing training and resources to enhance teamwork skills, and recognizing and rewarding collaborative behaviors and achievements. Additionally, creating opportunities for cross-functional collaboration and knowledge-sharing can help break down silos and encourage collaboration across teams and departments. By addressing individualistic behavior and fostering inclusivity, organizations can unlock the power of collaborative problem-solving.

Tools and Technologies for Facilitating Collaborative Problem-Solving

Various tools and technologies have been developed to enhance collaboration and facilitate problem-solving within teams. These collaborative problem-solving tools can improve communication, streamline workflows, and increase productivity. Virtual collaboration platforms, in particular, have become increasingly popular in today’s digital age. These platforms provide a virtual space where team members can collaborate and work together, regardless of their physical location. Some key collaborative problem-solving tools and virtual collaboration platforms include:

• Project management software: These tools allow teams to organize tasks, set deadlines, and track progress.
• Video conferencing tools: These platforms enable face-to-face communication and virtual meetings, fostering a sense of connection and teamwork.
• Document sharing and editing tools: These tools allow multiple team members to work on the same document simultaneously, promoting collaboration and real-time feedback.
• Online brainstorming and ideation tools: These platforms facilitate idea generation and collaboration, allowing team members to contribute and build upon each other’s ideas.
• Virtual whiteboards: These tools provide a digital space for teams to visually organize and collaborate on ideas, concepts, and problem-solving strategies.

With the help of these collaborative problem-solving tools and virtual collaboration platforms, teams can overcome barriers to collaboration and unlock the power of collective intelligence for more effective problem-solving outcomes.

Case Studies: Successful Collaborative Problem-Solving Examples

Successful case studies demonstrate the effectiveness of collaborative approaches in tackling complex problems. These real-life examples provide evidence of the positive outcomes that can be achieved through successful collaboration. One such case study is the Apollo 13 mission, where a team of NASA engineers worked together to bring the stranded astronauts safely back to Earth. Through effective collaboration, they were able to overcome numerous obstacles and find innovative solutions to the problems they faced. Another example is the development of the iPhone by Apple, which involved collaboration between engineers, designers, and marketers to create a revolutionary product. These case studies highlight the power of collaboration in problem-solving and serve as inspiration for organizations seeking to enhance their collaborative efforts.

The Future of Collaborative Problem-Solving: Trends and Insights

Emerging trends and insights in collaborative problem-solving shed light on the future direction of this approach, revealing new possibilities for addressing complex issues.

• The role of technology in collaborative problem solving: Technology has revolutionized the way teams collaborate, providing tools and platforms for remote collaboration, real-time communication, and information sharing. This enables teams to overcome geographical barriers and work together seamlessly, regardless of their physical location.
• The impact of remote work on collaborative problem solving: Remote work has become increasingly prevalent, and this has both positive and negative consequences for collaborative problem-solving. On one hand, remote work allows for a more diverse and global talent pool, bringing together individuals with different perspectives and experiences. On the other hand, remote work can also lead to challenges in communication, coordination, and building trust within teams.

Overall, the future of collaborative problem-solving is heavily intertwined with technology and remote work, and organizations must adapt their strategies and practices to maximize the benefits and overcome the challenges associated with these factors.

Frequently Asked Questions

How can individuals in a team ensure that all team members actively participate and contribute equally in problem-solving meetings.

Ensuring active participation and equal contribution in problem-solving meetings can be achieved by encouraging engagement, fostering a culture of respect and open communication, providing teamwork training and resources, recognizing and rewarding collaborative behaviors and achievements, and promoting cross-functional collaboration.

What Are Some Effective Strategies for Enhancing Communication Within a Team to Facilitate Collaborative Problem-Solving?

Effective strategies for enhancing communication within a team to facilitate collaborative problem-solving include fostering a culture of open communication, encouraging active participation from all members, providing training and resources for teamwork skills, and recognizing and rewarding collaborative behaviors.

What Types of Training and Development Opportunities Can Help Individuals Improve Their Collaborative Problem-Solving Skills?

Types of training and development opportunities that can improve individuals’ collaborative problem-solving skills include collaborative training programs, problem-solving development workshops, and courses on effective communication, conflict resolution, and teamwork.

How Can Organizations Recognize and Reward Collaborative Behaviors and Achievements in Problem-Solving?

Recognizing and incentivizing collaboration in problem-solving can be achieved by promoting a culture of teamwork, actively encouraging equal participation, providing training and resources, and acknowledging collaborative behaviors and achievements within the organization.

What Are Some Examples of Successful Collaborative Problem-Solving in Real-World Case Studies?

Real world examples of successful collaborative problem-solving showcase the benefits of collaboration in diverse industries. These examples demonstrate how collaboration enhances creativity, innovation, and problem-solving capabilities, leading to effective and efficient solutions.

Collaborative Problem Solving

What is collaborative problem solving.

Collaborative problem solving involves multiple individuals or teams working together to solve complex issues or achieve specific objectives. This approach leverages the diverse experiences, knowledge, and skills of group members to arrive at innovative solutions.

What are the benefits of collaborative problem solving?

Benefits include:

• Leveraging Diverse Perspectives : Enhances creativity and innovation by incorporating different viewpoints.
• Building Stronger Teams : Promotes understanding and cooperation among team members.
• Faster Problem Resolution : Pooling knowledge and resources can lead to quicker, more effective solutions.

How can one implement collaborative problem solving in the workplace?

Steps for implementation:

• Define Clear Objectives : Ensure everyone understands the goals and expected outcomes.
• Encourage Open Communication : Create a safe space for all ideas and suggestions.
• Utilize Facilitation Tools : Employ methodologies like design thinking or the Six Thinking Hats to structure discussions.
• Review and Reflect : After solving a problem, discuss what worked and what didn’t to improve future problem-solving sessions.

How can managers identify what is getting in the way of collaboration?

Identifying barriers to collaborative problem solving is essential for managers aiming to improve team effectiveness and foster an environment conducive to innovation. Here are detailed steps and strategies managers can employ:

• Observe Team Dynamics : Monitor how team members communicate and interact during meetings. Look for poor communication, lack of trust, and any dominance in conversations which might inhibit open sharing of ideas.
• Gather Feedback : Utilize surveys, anonymized feedback sessions, and one-on-one meetings to collect insights from team members about any issues affecting their collaboration.
• Review Outcomes and Process : Assess the outcomes of team projects and the processes used to achieve them. Issues like delays, conflicts during decision-making, or failures to meet project goals can highlight underlying problems.
• Skill Gaps : Insufficient skills or knowledge can prevent effective contributions.
• Resource Limitations : Lack of necessary resources can hinder team progress.
• Cultural and Personality Clashes : Differences in work styles or personalities may lead to conflicts.
• Inadequate Leadership : Poor leadership can fail to bring teams together and direct their efforts cohesively.
• Training and Development : Address skill gaps and improve essential skills such as communication and leadership.
• Team Building Activities : Strengthen interpersonal relationships and build trust among team members.
• Process Adjustments : Modify workflows, meeting structures, and decision-making processes to better suit team dynamics.
• Continuous Monitoring : After implementing changes, continuously monitor their impact and adjust as necessary.

By systematically observing, gathering feedback, evaluating processes, identifying specific barriers, and implementing targeted improvements, managers can effectively enhance their teams’ collaborative problem-solving capabilities. This approach not only addresses immediate barriers but also contributes to sustained team development and success.

Related Pages

• Problem Solving Skills
• Maximizing Synergy: Elevating Team Collaboration to New Heights
• Team Coaching for Enhanced Performance
• RISE Blog Series – Part 1: Recognize Problems – The First Step to Problem Solving

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COLLABORATIVE PROBLEM SOLVING

Collaborative problem solving, a talk with dr. stuart ablon, a flawless foundation #flawlesstalk.

In this presentation at the Churchill School, sponsored by The Flawless Foundation, Dr. J. Stuart Ablon describes what causes challenging behavior and the Collaborative Problem Solving ® approach.

Highlights include:

• What consequences do, and don't do
• Collaborative Problem Solving is trauma-informed
• What is discipline
• Research on skills deficits
• Planning an intervention using Collaborative Problem Solving

Collaborative Problem Solving, presented by The Flawless Foundation

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PISA 2015 Results (Volume V)

What is collaborative problem solving, collaborative problem solving.

The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. Results from PISA show educators and policy makers the quality and equity of learning outcomes achieved elsewhere, and allow them to learn from the policies and practices applied in other countries. PISA 2015 Results (Volume V): Collaborative Problem Solving , is one of five volumes that present the results of the PISA 2015 survey, the sixth round of the triennial assessment. It examines students’ ability to work with two or more people to try to solve a problem. The volume provides the rationale for assessing this particular skill and describes performance within and across countries. In addition, it highlights the relative strengths and weaknesses of each school system and examines how they are related to individual student characteristics, such as gender, immigrant background and socio-economic status. The volume also explores the role of education in building young people’s skills in solving problems collaboratively.

English Also available in: French

• https://doi.org/10.1787/9789264285521-en
• Click to access:
• Click to download PDF - 5.53MB PDF
• Click to Read online and share READ

This chapter introduces the PISA 2015 assessment of collaborative problem solving. It provides the rationale for assessing collaborative problemsolving competence in PISA and introduces the innovative features of the 2015 assessment, particularly in contrast to the individual problem-solving assessment of PISA 2012. The framework for the assessment is discussed and sample items are presented.

• Click to download PDF - 1.03MB PDF

Cite this content as:

Author(s) OECD

21 Nov 2017

Pages: 45 - 64

What Is Collaborative Problem Solving?

Imagine collaborative problem solving as a symphony where each instrument plays an important part in creating harmony.

As you explore the intricacies of this method, you'll uncover the intricate dance of minds working together to unravel complex issues.

The beauty lies in the synergy of diverse perspectives, the orchestration of communication, and the finesse of teamwork.

But how does this symphony truly come together, and what are the secrets behind its success?

Stay tuned to unravel the mysteries and open the potential of collaborative problem solving.

Table of Contents

Key Takeaways

• Collaborative problem solving enhances efficiency and innovation through diverse perspectives.
• Core principles guide the process for effective outcomes and improved team dynamics.
• Effective communication strategies, like active listening, foster a collaborative problem-solving environment.
• Conflict resolution skills and creativity are essential for successful collaborative problem solving.

Benefits of Collaborative Problem Solving

Collaborative problem solving enhances efficiency and fosters innovative solutions through collective expertise and diverse perspectives. Team synergy plays an important role in this process, as individuals bring forth unique insights that contribute to a thorough understanding of the issue at hand. By leveraging the combined problem-solving strategies of team members, collaborative innovation flourishes, leading to more effective outcomes.

One of the key advantages of collaborative problem solving is the ability to tap into a diverse range of perspectives when making decisions. This diversity allows for a more detailed exploration of potential solutions, as individuals with varying backgrounds and experiences offer fresh insights that one person alone may not have considered. Additionally, the collaborative nature of problem solving fosters a sense of ownership among team members, increasing their commitment to implementing the chosen solution effectively.

Key Elements of CPS Process

When engaging in collaborative problem solving, it's important to understand the core CPS principles that guide the process.

Effective communication strategies play an essential role in ensuring that all team members are on the same page and can contribute their insights.

Collaborative decision-making is key to reaching solutions that consider diverse perspectives and foster a sense of ownership among participants.

Core CPS Principles

Effective problem solving in collaborative settings depends on adherence to the core principles that underpin the CPS process. The core principles encompass a set of guidelines that form the foundation for successful problem-solving techniques within a collaborative framework.

These principles emphasize the importance of active listening, open-mindedness, and mutual respect among team members. By embracing these core principles, individuals can enhance their ability to generate innovative solutions, leverage diverse perspectives, and foster a supportive team environment.

Additionally, these principles highlight the significance of maintaining a solution-focused mindset, promoting constructive feedback, and valuing contributions from all team members. Overall, integrating these core principles into collaborative problem-solving endeavors can lead to more effective outcomes and improved team dynamics.

Effective Communication Strategies

Adherence to the core principles of Collaborative Problem Solving lays the groundwork for implementing Effective Communication Strategies essential to the Key Elements of the CPS Process. Active listening, a fundamental component of effective communication, involves fully concentrating, understanding, responding, and remembering what's being said.

By actively listening, you show respect, build trust, and foster a collaborative environment conducive to problem-solving. Additionally, importance training plays a critical role in communication within the CPS framework. Importance training helps individuals express their needs, thoughts, and feelings in a direct and honest manner while respecting the perspectives of others.

This skill enables effective communication by promoting clarity, openness, and constructive dialogue in addressing conflicts and finding solutions collaboratively.

Collaborative Decision-Making

To achieve successful collaborative decision-making within the CPS process, understanding and integrating the key elements is essential. Group decision making plays an important role in the problem-solving process, ensuring that diverse perspectives are considered.

Collective problem resolution is achieved through a team approach, where individuals contribute their unique insights and expertise to reach a consensus. Effective collaborative decision-making requires active participation from all team members, open communication channels, and a shared commitment to the common goal.

Importance of Team Dynamics

Team dynamics play an important role in determining the success of collaborative problem-solving efforts. Team cohesion, which refers to the ability of a group to work together effectively and harmoniously, is vital in achieving shared goals. When group dynamics are positive, team members are more likely to trust each other, communicate openly, and support each other. Collaboration strategies that focus on enhancing team cohesion can lead to improved problem-solving outcomes. For instance, implementing team-building activities, establishing clear roles and responsibilities, and fostering a culture of respect and inclusivity are all ways to strengthen team dynamics.

Effective group dynamics can help teams navigate challenges, adapt to changing circumstances, and capitalize on diverse perspectives. By valuing each member's contributions and leveraging individual strengths, teams can enhance their problem-solving capabilities. When team members feel connected and engaged, they're more motivated to work collaboratively towards finding innovative solutions. Therefore, investing time and effort into nurturing positive team dynamics is essential for achieving successful collaborative problem-solving outcomes.

Role of Communication in CPS

Effective communication plays a crucial role in collaborative problem solving, facilitating the exchange of ideas and information among team members to drive successful outcomes. In the domain of Collaborative Problem Solving (CPS), effective communication strategies are essential for ensuring that the team functions cohesively and efficiently. Here are some key points highlighting the importance of communication in CPS:

• Clear and Transparent Communication : Ensuring that all team members are on the same page regarding goals and progress.
• Active Listening : Encouraging active listening amongst team members to comprehend diverse perspectives and ideas effectively.
• Feedback Mechanisms : Establishing feedback loops to provide constructive criticism and improve solutions iteratively.
• Non-Verbal Communication : Understanding the significance of body language and other non-verbal cues in enhancing communication.
• Conflict Resolution Skills : Developing techniques to address conflicts constructively and maintain a positive team environment.

Strategies for Effective Collaboration

To effectively collaborate, employ clear communication techniques to make sure all team members are on the same page.

Utilize conflict resolution skills to address any disagreements or disputes that may arise during the problem-solving process.

These strategies are crucial for fostering a productive and harmonious collaborative environment.

Clear Communication Techniques

In successful collaborative problem-solving endeavors, employing clear and concise communication techniques is paramount for fostering productive interactions and achieving common goals. To enhance your collaborative communication skills, consider the following strategies:

• Practice active listening to demonstrate your attentiveness and understanding.
• Pay attention to nonverbal cues such as body language and facial expressions for deeper insights.
• Use open-ended questions to encourage discussion and gather diverse perspectives.
• Clarify any uncertainties promptly to avoid misunderstandings or confusion.
• Summarize key points to make certain alignment and reinforce shared understanding.

Conflict Resolution Skills

Developing proficient conflict resolution skills is essential for ensuring smooth and successful collaboration among team members. Conflict resolution involves addressing disagreements or disputes in a constructive manner to reach a mutually agreeable solution.

Effective conflict resolution requires active listening, empathy, and the ability to remain calm under pressure. Utilizing negotiation skills is important in finding compromises and resolving conflicts amicably.

Team members should focus on understanding the root causes of conflicts and work together to find solutions that benefit all parties involved. By fostering an environment that encourages open communication and respectful dialogue, teams can navigate conflicts productively and strengthen their collaborative efforts.

Conflict resolution skills are important for maintaining positive relationships and achieving shared goals within a team.

Enhancing Creativity Through Collaboration

Enhancing creativity through collaborative problem-solving techniques can yield innovative solutions that transcend individual contributions. When individuals come together to solve problems collectively, creativity flourishes, leading to groundbreaking ideas and outcomes. Here are key ways collaboration enhances creativity:

• Innovation Exploration : Collaborating allows for the exploration of innovative ideas that may not have been possible individually.
• Group Brainstorming : Brainstorming as a group fosters a diverse range of ideas and perspectives, fueling creativity.
• Team Synergy : Working together harnesses the collective strengths of team members, boosting creativity and problem-solving abilities.
• Creative Problem Solving : Collaboration enables the application of different problem-solving approaches, resulting in unique solutions.
• Cross-Pollination of Ideas : Sharing and building upon each other's ideas can lead to the creation of novel and inventive solutions.

Leveraging Diverse Perspectives

Collaborative problem-solving thrives on the ability to leverage diverse perspectives, which play a pivotal role in enhancing the innovative potential of a team. By incorporating various viewpoints and approaches, teams can tap into a wealth of creativity and expertise, acting as innovation catalysts and problem-solving synergy engines. Embracing solution diversity leads to collaborative excellence, where different team members bring unique skills and experiences to the table, enriching the problem-solving process.

To illustrate the significance of leveraging diverse perspectives, consider the following table:

Each row exemplifies how diverse perspectives contribute to collaborative problem-solving by fostering creativity, aiding in decision-making, sparking innovation, broadening problem-solving capabilities, and strengthening team dynamics. Fundamentally, embracing diversity is crucial to achieving collaborative excellence in problem-solving endeavors.

Implementing CPS in Various Settings

Implementing Collaborative Problem Solving (CPS) in various settings requires a meticulous understanding of the context and specific needs of the team or organization. When applying CPS, consider the following:

• Workplace applications: CPS can enhance teamwork, communication, and innovation in a corporate setting, leading to more effective problem-solving and decision-making processes.
• Community engagement: Utilizing CPS in community projects fosters collaboration, empowers stakeholders, and guarantees sustainable solutions to local challenges.
• Educational settings: Implementing CPS in schools promotes critical thinking, creativity, and teamwork among students, preparing them for future challenges in the workforce.
• Healthcare industry: CPS can improve patient care by encouraging interdisciplinary collaboration, addressing complex medical issues, and enhancing overall healthcare delivery.
• Tailored approaches: Customizing CPS methods to fit the unique demands of each environment maximizes its effectiveness and ensures successful outcomes.

Overcoming Challenges in Group Problem Solving

To effectively navigate group problem-solving challenges, it's imperative to acknowledge and address potential obstacles that may hinder productive collaboration and decision-making. Group dynamics play an essential role in the success of collaborative problem-solving efforts. Understanding how individuals interact within the group, recognizing communication patterns, and being aware of potential conflicts are essential for overcoming challenges.

One common obstacle in group problem solving is the presence of dominant personalities that may overshadow others' contributions. Implementing strategies to guarantee equal participation, such as setting time limits for each member to speak or using anonymous idea generation techniques, can help mitigate this issue. Additionally, differing problem-solving strategies among group members can lead to inefficiencies. Encouraging open dialogue to discuss and combine diverse approaches can enhance the overall problem-solving process.

Measuring Success in Collaborative Teams

To measure success in collaborative teams, it's essential to focus on team performance metrics and assess goal attainment. These metrics provide concrete data to evaluate the effectiveness of teamwork strategies and the overall performance of the team.

Team Performance Metrics

How can you effectively measure the success of collaborative teams through team performance metrics? Team performance metrics play an important role in evaluating the effectiveness of collaborative efforts.

To gauge the performance of your team, consider implementing the following strategies:

• Conduct team satisfaction surveys to gather feedback on team dynamics.
• Utilize performance evaluations to assess individual contributions to the team.
• Encourage peer feedback to understand how team members perceive each other's contributions.
• Measure team cohesion by evaluating how well members work together towards common goals.
• Track key performance indicators relevant to the project to make sure progress aligns with objectives.

Goal Attainment Assessment

Evaluating goal attainment is a key aspect of evaluating the success of collaborative teams, providing concrete evidence of achievement in working towards shared objectives. To assess goal attainment effectively, start by setting clear, specific, and measurable goals that align with the team's overarching objectives.

Utilize problem-solving techniques like brainstorming, root cause analysis, and action planning to address obstacles hindering goal achievement. Regularly monitor progress towards these goals through data tracking, milestone checkpoints, and progress reports.

Engage team members in reflective discussions to evaluate the effectiveness of strategies employed and make necessary adjustments. By focusing on goal setting and employing structured problem-solving techniques, collaborative teams can track their progress accurately and enhance their overall performance.

As you navigate the intricate web of collaborative problem solving, remember that each team member is a unique puzzle piece contributing to the bigger picture.

Just as a symphony orchestra harmonizes individual instruments to create a beautiful melody, your team must work together in perfect synchronization to overcome challenges and achieve success.

Embrace the diversity of perspectives, communicate effectively, and leverage each member's strengths to reveal the true potential of collaborative problem solving.

It's the key to revealing greatness.

The eSoft Editorial Team, a blend of experienced professionals, leaders, and academics, specializes in soft skills, leadership, management, and personal and professional development. Committed to delivering thoroughly researched, high-quality, and reliable content, they abide by strict editorial guidelines ensuring accuracy and currency. Each article crafted is not merely informative but serves as a catalyst for growth, empowering individuals and organizations. As enablers, their trusted insights shape the leaders and organizations of tomorrow.

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