Abstract
In this paper we propose an approach to organizing Adaptive Problem-Based Learning (PBL) leading to the development of Higher-Order Thinking (HOT) skills and collaborative skills in students. Adaptability of PBL is expressed by changes in fixed instructor assessments caused by the dynamics of developing HOT skills needed for problem solving, flexible choice of control tests and problems for students, and adaptive formation of HOT skills within heterogeneous collaborative groups. It induces the students to develop HOT skills and collaborative skills through a combination of personalized and collaborative PBL. Adaptability of PBL is realized by taking into account values of the proposed coefficient of HOT skills development. The two-stage process of adaptive PBL allows guided development of HOT skills in students during study of a subject. Attention in the first stage is devoted to development of analytical HOT skills in students through personalized PBL. The main attention on the second stage is devoted to the development of creative HOT skills and collaborative skills in students through collaborative PBL. The proposed approach provides effective development of HOT skills and collaborative skills in students owing to: availability of a two-stage adaptive PBL process, complex and adaptive assessment of HOT skills, dynamic choice of control tests and problems for students, adaptive formation of HOT skills heterogeneous collaborative groups, and management of HOT skills development of students.
Highlights
Development of Higher-order Thinking (HOT) skills of students is a complicated multidimensional challenge of education
In this paper we propose an approach to organizing Adaptive Problem-Based Learning (PBL) leading to the development of Higher-Order Thinking (HOT) skills and collaborative skills in students
Adaptability of PBL is expressed by changes in fixed instructor assessments caused by the dynamics of developing HOT skills needed for problem solving, flexible choice of control tests and problems for students, and adaptive formation of HOT skills within heterogeneous collaborative groups
Summary
Development of Higher-order Thinking (HOT) skills of students is a complicated multidimensional challenge of education. The goal of the proposed approach is the development of HOT skills and collaborative skills in students through adaptive problem-based learning. Fixed initial assessments of analytical HOT skills are set After this stage, analytical HOT skills of every student are examined by the personal control questions based on course material. Analytical HOT skills of every student are examined by the personal control questions based on course material It allows assessment of development of the analytical skills. The second stage of adaptive PBL is fulfilled by the collaborative groups through a problem- solving process based on course material. The choice of control questions for examination of analytical HOT skills development is triggered by the assessments of the skills after the first stage. Development of creative HOT skills of a particular student is examined by control problems
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