Exploring the impact of computer-supported collaborative instructional design on the development of creative and critical thinking skills

Abstract

This study aims to explore the impact of a computer-supported collaborative instructional design process on enhancing critical and creative thinking skills. This research employed a case study methodology involving 12 sixth-grade students in northwestern Türkiye. Data collection included audio recordings of collaborative sessions and structured views on the research process. The results indicated that the participants’ exchange of ideas in group discussions developed their thinking skills, with respondents attributing their developmental experiences to the characteristics of the designed learning environment. Collaborative sessions further promoted the acquisition of technological proficiency by embedding group activities within technological contexts. While this study emphasizes the importance of structuring collaborative learning paradigms within a systematic instructional design framework, it is also believed to significantly contribute to developing complex thinking skills, which are characterized as creative and critical.

Keywords

• K-8 technology education
• complex thinking skills
• instructional design
• computer-supported collaborative learning

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