process. Additionally, a learner's exposure to alternative points of view can challenge her or his initial understanding and thus motivate learning (Glaser & Bassok, 1989). Cooperation and teamwork can further support learning by providing social support and encouragement for individual efforts.
Problem Solving As An Approach to Learning
The concept of learning through problem solving is supported by the hypothesis that learning is a process of building and transforming mental models, wherein cognitive representation of elements comprising a domain and their interrelationship are created (Neches, 1987). Such transformations involve changes in organization and structure of knowledge and primarily occur in the context of problem solving. Learning in such a scenario is thought to be expedited in challenging problem-solving situations in which mental models are tested, extended, and refined until they are effective and reliable in solving that problem.
Collaborative learning involves interpersonal processes by which a small group of students work together to complete an academic problem-solving task designed to promote learning. In the collaborative learning approach, "collaborative activities lead to emergent knowledge, which is the result (not summation) of interaction of the understandings of those who contribute to its formation" (Whipple, 1987, p. 5). Collaborative activities enhance learning by allowing individuals to exercise, verify, solidify, and improve their mental models through discussions and information sharing during the problem-solving process. Collaborative learning in higher education increases student involvement with the course material and with one another as they work together in small groups in performing an academic task. Technology facilitates the collaborative learning process in distance education scenarios. McKeackie, Pintrich, Lin, and Smith (1987) found that working in interacting groups fa...