ASK (Attitude, Skills, Knowledge) framework for analysing collaborative learning in PBL¶

Theory · All theories
Evidence · 5 claims (5 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 5 claims rest on one study

Description¶

The ASK framework classifies statements about collaborative learning into three dimensions: Attitudes (dispositions towards group work), Skills (capabilities needed for effective collaboration), and Knowledge (essential concepts and principles, including pedagogical knowledge for teacher education students). The authors developed it and extrapolated it from models such as the Model of Strategic Learning, writing that it "is used to synthesize the dimensions of collaborative learning identified by teacher education students in the context of their problem -based learning". In this study it organised students' reflections into sub-categories within each dimension.

Design Implications¶

Context¶

Requirements¶

• Written or observed data about students' group work experience that can be coded into attitude, skill, and knowledge statements

Constraints¶

• The article notes some inevitable overlap between the three dimensions, so classification is not fully discrete

Target Learners¶

• teacher education students (undergraduate and postgraduate)

Target Learning Objectives¶

• collaborative learning attitudes, skills, and knowledge for group work and future teaching practice

Claims¶

• Pbl Attitudes Valuing Interdependence Self [+M]
• Pbl Skills Interpersonal Problem Solving Group [+M]
• Pbl Knowledge Generation Application Dissemination [+M]
• Approximately half of students' analysed texts showed collaborative learning meeting co-regulation and co-construction descriptors [+W]
• Students made minimal reference to higher-level cognitive or metacognitive processing benefits of group work, departing from prior PBL research [+W]

Related Theories¶

• Dispositional mastery framework: Ability, Inclination, and Sensitivity

Examples¶

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Key Sources¶

• Murray-Harvey, R., Pourshafie, T., & Santos Reyes, W. (2013). What teacher education students learn about collaboration from problem-based learning. Journal of Problem Based Learning in Higher Education, 1(1), 114-134. https://eric.ed.gov/?id=EJ1108330