Collaborative Learning through Making: Developing Team-Based Problem-Solving Skills in College Dance Education Curriculum

Abstract

This research explores the role of collaborative learning through making in developing team-based problem-solving skills within the college dance education curriculum. To achieve the research objectives, the study employed a Modified Delphi Method, alongside Analytic Hierarchy Process (AHP) analysis. The study identifies six core competencies essential for team-based problem-solving in dance education: communicative choreography mastery, collaborative dance dynamics, innovative movement exploration, performance project management, adaptive choreographic resilience, and empathetic dance collaboration. The findings indicate that effective communication, flexibility in roles, and the ability to innovate within choreography are critical to success in dance education. Additionally, performance management skills, adaptability, and empathy play a significant role in navigating dynamic environments and fostering a supportive collaborative atmosphere. The analysis also prioritizes sub-factors within these competencies, revealing the importance of clear communication, emotional resilience, and strong interpersonal relationships. Future research should further explore the impact of collaborative learning on creativity, problem-solving, and teamwork in dance education, with the aim of advancing pedagogical practices and improving student outcomes.