How do students’roles in collaborative learning affect collaborative problem-solving competency? A systematic review of research

Abstract

Collaborative problem-solving (CPS) has significantly affected people’s working patterns and lifestyles and has become a critical competency in economies and society. CPS competency is widely recognised as an essential skill in the 21st century and has been extensively considered in teaching and learning practices. Although various factors influencing CPS have been identified, the effect of group work on students’ CPS competency is still to be determined. In this study, we systematically reviewed the published literature from 2013 to 2022 and explored the association between students’ roles in group work and the development of CPS in the learning process. We analysed 36 relevant empirical studies using the developed framework. The factors influencing group dynamics and performance, including students’ backgrounds, subjects, collaborative learning modes, role types, and CPS dimensions, were coded and analysed. We found that a student’s role (scripted vs. emergent) was fluid and subject to change during group work, contributing to CPS development (social vs. cognitive process skills). We also found that this effect was conditioned/mediated by student characteristics, learning contexts, and teacher support. Teachers can, therefore, promote students’ CPS development by monitoring the roles performed throughout group tasks and providing guidance specific to students’ roles in their learning.

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ORCID for Tae-Hee Choi: orcid.org/0000-0001-8840-4082

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