Quality telecollaborative projects help develop students’ critical thinking skills by incorporating various resources to enhance Bloom’s Taxonomy of Cognitive Domain. Students can gain knowledge of a particular subject just by reading about it. Utilizing telecollaborative projects the student can progress by having more resources and different perspectives of other students to help them acquire a better understanding of the subject. Students can collaborate with other students or experts from across the globe in ways that would have been difficult to impossible before. This allows them to have access to new ideas and feedback on a greater scale, therefore increasing their likelihood of reaching the top two tiers of Bloom’s Taxonomy- synthesis and evaluation.
Using a project for telecollaboration that is appropriate for a group is important, as stated in the article Commonly Asked Questions about Teaching Collaborative Activities. If a project is something that would be best suited for an individual, the higher levels of cognitive thinking are reduced and the quality of the project goes down. The project must be something that is “challenging enough” that a group is needed to work together. Setting group roles is important, not only so everyone has something to do to feel part of the group, but so that everyone brings in there own knowledge and understanding to the group based on their specific job in the project.
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