Interaksi dalam pembelajaran berasaskan masalah secara kolaboratif menerusi talian dan kesannya terhadap pemikiran kritis pelajar

This study investigates the effects of problem-based learning strategy in a computer supported collaborative learning environment towards students’ critical thinking and achievements. This study further investigates types of interaction and how interaction may support students’ critical thinking. An initial stage of this study was carried out by obtaining students’ perceptions on their favourite online learning characteristics using a questionnaire. It involved 166 students who had enrolled in a programming-based subject at a public research university. Information obtained from the data collected in this stage was used as a guideline for developing a learning environment. The developed learning environment was assessed using a pre-experimental design and was participated by 38 students from the same population. Quantitative and qualitative research instruments were used to test the level of critical thinking skills and achievement in performance tests. Records of log data, critical thinking skill codes, interaction codes and achievement test scores were used for analysis purposes. Results of the t test analysis for students’ pre- and posttest scores have shown significant improvements in the students’ achievement (t=- 7.86, P<0.05). In addition, the t test analysis for the pre- and post-tests have also shown significant improvement in each level of critical thinking skills which include triggering event level (t=-4.53, P<0.05), exploration level (t=-4.14, P<0.05), integration level (t=-3.51, P<0.05) and resolution level (t=-4.36, P