Critical incident-based computer supported collaborative learning

Practitioners are regularly confronted with significant events which present them with learning opportunities, and yet many are unable to recognise the learning opportunity these significant events present. The ability to recognise a learning opportunity in the workplace and learn from it, is a higher-order cognitive skill which instructors should be seeking to develop in learners. The study reported in this paper developed, implemented and evaluated the efficacy of a model of teaching and learning which embodied the essence of this focus, which is entitled “Critical Incident-Based Computer Supported Collaborative Learning” (CI-CSCL) and it is driven by the premise that much greater benefit can be derived from the experiences of practitioners in authentic environments by enabling them to share their individual learning experiences among the student cohort. The study was carried out within a course in the Post-Registration Nursing (RN) degree program at the University of Southern Queensland in AUSTRALIA.Data reported in this paper was drawn from two sources; (a) students' reflections on critical incidents; and (b) a semi-structured evaluation. The reflections were examined for attributes we were attempting to engender in learners with our model of learning. The semi-structured evaluation sought open-ended responses. The analyses of data collected showed evidence of participants: seeking and offering comments; reflecting on critical incidents; describing what happened and assessing their own actions; making the connection between theory and practice; identifying and defining problems; and adopting a more structured and systematic approach to problem solving.