Αξιολόγηση δεξιοτήτων συνεργατικής επίλυσης προβλήματος με τη χρήση ενός συστήματος διαχείρισης περιεχομένου

Abstract

Nowadays, the obligations that people face daily have increased both in number and in complexity. The previously dominant cognitive skills are not enough. The increasing complexity of responsibilities has created the need to develop other skills that go beyond cognitive. Some of them are the skills of collaborative problem solving. The development of these skills is considered necessary in many areas of a person's life, such as education, social but especially the professional sector. One professional area that requires collaboration to solve problems is Entrepreneurship. Entrepreneurship is an area of activity that more and more people choose to offer products or services. Although a large percentage of people are occupied with it, the failure rates are quite high. A major reason is the lack of administrative skills and knowledge which in turn presuppose the development of collaborative problem-solving skills. At the same time, the use of technology is being developed rapidly. Even in the field of education, technological environments have been developed that change the way of teaching. This became even more apparent from the health crisis that imposed distance education. Standard courses focus more on learning cognitive skills than on acquiring modern skills. It is therefore necessary to create more e-courses with emphasis on such skills as collaborative problem solving. Considering the above needs, the present research tries to fill the gap. The main purpose of this research is the design and implementation of an educational course in a technological environment with the subject of Entrepreneurship. The individual problem-solving procedures defined by PISA (Program of International Student Assessment) are applied in combination with the collaborative strategy of Group Investigation with the intention of developing collaborative problem-solving skills. As the collaborative problem-solving skills are identified in specific actions of the student, this lesson was designed based on a specific framework that identifies the facts and evidence that need to be collected to assess these skills. This framework is called the Evidence Centered Design Framework (ECD Framework). The course is appealed to people who have received their degree and come from different universities with different fields of specialization. Therefore, a key research question is whether the course designed can develop collaborative problem-solving skills regardless of area of expertise and collaboration experience. The results of the research show that the course can develop collaborative-problem solving skills from a moderate to a very good level. Also, the course is appropriately designed to develop collaborative problem-solving skills for both groups of people who do or do not have a relevant area of expertise and for people who have or have not experience in collaboration.