Title: Reconstructing an Online Collaborative Problem-solving Intervention in a Vulnerable Chilean School: A Case Study
Stream: Teaching Experiences, Pedagogy, Practice & Praxis
Presentation Type: Oral Presentation
Authors:
Patricio Cabello, Universidad de Chile, Chile
Alessandra Diaz, Universidad de Chile, Chile
Macarena Salas, Universidad de Chile, Chile
Abstract:
Collaborative Problem Solving (CPS) is a growing research field in offline and online teaching and learning. Escuela XXI is a public-funded project developed in Chile by the Initiative ARPA that aims to develop teachers' and students' collaboration skills in problem-solving. Given the pandemic emergency measures, ARPA's teachers' training and the implementation of CPS activities with their students were primarily online in 2020. The current research reconstructed and systematized this experience in depth. We conducted a Case study of one school with a vulnerable school to achieve that goal. The data collection included: a) interviews with students; b) interviews with the management team; c) focus groups and interviews with teachers; d) interviews with ARPA's monitors; e) CPS learning and reflection materials. The main outcomes show a challenging context for implementing an online CPS initiative. Some context factors, like fatigue, work overload of the teaching staff, and lack of dialogue and coordination between the school management team and the teachers, were critical issues for the implementation. However, the ARPA initiative was valued as a space for containment, dialogue, and valuable professional development for teachers. Likewise, progress was noted at the level of teaching and learning processes, particularly an increase in students' involvement, interaction, and autonomy when facing CPS. From the teachers' point of view, an evolution towards student-centered teaching and learning methodologies and the strengthening of collegial work stand out. Finally, we discuss the potential and limitations of CPS teaching and learning through digital technologies in the context of vulnerable schools
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