scholarly journals Exploring Higher-Order Thinking in Higher Education Seminar Talk

2021 ◽  
pp. 1-8
Author(s):  
Marion Heron ◽  
David M. Palfreyman
Keyword(s):  
Higher Education ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Education Seminar

scholarly journals Development and validation of a critical thinking framework

SURG Journal ◽  
2019 ◽  
Vol 11 ◽  
Author(s):  
Paisley Worthington
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Student Development ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Education Programs ◽  
Higher Order Thinking Skills ◽  
Development And Validation

Critical thinking (CT) is essential in many higher-order thinking skills and should be enhanced by higher education programs. The Model of Integrated Thinking Skills (MITS) was developed to help students developing CT, assist educators teaching CT, and satisfy the following three criteria: 1) completely and objectively describe CT, 2) distinguish CT from other skills, and 3) be used by all disciplines.  A validation survey determined how MITS is perceived with respect to the three criteria.  Most participants perceived that MITS meets the three criteria, suggesting that MITS can assist student development of CT.

Peer Feedback Activities in Smart Education

2020 ◽  
pp. 105-135
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Peer Feedback ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Main Process ◽  
Student Centered ◽  
Student Centered Learning ◽  
Feedback Model ◽  
Smart Education

New ways of communication and peer feedback activities provide several opportunities for student-centered collaborative learning in smart higher education. This chapter increases the knowledge about how collaborative peer feedback processes can support student-centered learning toward higher-order thinking and critical ability in smart higher education. Methodically, various types of feedback are illustrated based on review of selected articles from previous research. The qualitative empirical data of feedback processes (N=155) among 22 students was grounded on criteria and guidance on feedback for collaborative learning. Theoretically, the analysis of excerpts is based on a feedback model and an assessment cycle to identify the gap between the main process, self-regulated and self-directed actions, and the self as a person (i.e., what is understood and what is aimed to be understood). The results demonstrate that peer feedback provides one of the most critical and self-directed impacts on student-centered collaborative learning and higher-order thinking.

scholarly journals Bloom’s Taxonomy (Cognitive Domain) in Higher Education Settings: Reflection Brief

2016 ◽  
Vol 3 (2) ◽  
pp. 288 ◽  
Author(s):  
Irfan Hyder ◽  
Shelina Bhamani
Keyword(s):  
Higher Education ◽  
Knowledge Acquisition ◽  
Student Learning ◽  
Learning Outcomes ◽  
Hierarchical Model ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Cognitive Domain ◽  
Knowledge Application

<p>The role of taxonomy of objectives is considered to be one of the<br />most imperative elements in curriculum designing and drafting of<br />learning outcomes and objectives. Several educationists and academicians have regarded this model in facilitating learning achievement from lower level knowledge acquisition to higher order thinking. However, a few others have critiqued this phenomenon by reconnoitering its implications on segmentation of knowledge application into a hierarchical model, that may restrict learners, specifically in higher<br />education settings to limit their acquisition of a concept. Moreover,<br />students’ learning and motivation are hampered while undergoing<br />such an intensive, structured assessment of those learning outcomes.<br />This reflection brief will appraise and reflect in favour of the various<br />critiques established around the phenomenon of progressive Bloom’s<br />taxonomy and will briefly discuss the idea of reversing the level of<br />taxonomy in higher education settings to sustain student learning<br />motivation.</p>

scholarly journals Students’ Academic Use of Mobile Technology and Higher-Order Thinking Skills: The Role of Active Engagement

2020 ◽  
Vol 10 (3) ◽  
pp. 47 ◽  
Author(s):  
Hye Jeong Kim ◽  
Pilnam Yi ◽  
Ji In Hong
Keyword(s):  
Higher Education ◽  
Mobile Technology ◽  
Structural Equation ◽  
Higher Education Institutions ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Equation Modeling ◽  
Active Engagement ◽  
Higher Order Thinking Skills

The academic use of mobile technology engages students beyond traditional classroom contexts. Over the past few years, higher education institutions have promoted students’ learning and growth by supporting their use of mobile technology. Mobile technology offers educational possibilities that can enhance students’ growth in higher education. The aim of this study is to examine the relationship between college students’ academic use of mobile technology and higher-order thinking skills through their active engagement and learning effort. The sample consisted of 456 students at a university in South Korea, and the data were analyzed using partial least squares structural equation modeling. The results suggest that the academic use of mobile technology influences students’ higher-order thinking skills directly, in addition to their learning effort and active engagement in courses. These findings provide valuable information for higher education institutions that seek to introduce interactive and technology-integrated environments.

Using Gamification to Engage Higher-Order Thinking Skills

2019 ◽  
pp. 1-21
Author(s):  
Brian Bourke
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
College Courses ◽  
Pedagogical Approach ◽  
Higher Order Thinking Skills ◽  
Transmission Of Knowledge ◽  
Creative Solutions

Critical thinking and other higher-order thinking skills are key objectives of higher education. Through the development of higher-order thinking skills, students are able to discern information from multiple, often competing sources, make sound judgements, draw conclusions, and enact creative solutions to complex problems. However, faculty can struggle with how to help students develop higher-order thinking skills, relying instead on transmission of knowledge, focusing on what to learn instead of how to learn. In this chapter, the author provides insights into the connections between using gamification as a pedagogical approach, and the development of higher-order thinking skills. The chapter addresses perspectives on higher-ordering thinking, approaches to gamification in college courses, and concludes with recommendations for faculty in approaching gamification.

scholarly journals Insufficient Higher Order Thinking Skill in Reading Comprehension Exercises of an English Language Textbook

2020 ◽  
Vol 7 (2) ◽  
pp. 125
Author(s):  
Gracia Putri Dewayani ◽  
Ngadiso Ngadiso ◽  
Teguh Sarosa
Keyword(s):  
Higher Education ◽  
Reading Comprehension ◽  
English Language ◽  
Higher Order Thinking ◽  
Reading Skill ◽  
Higher Order ◽  
Ministry Of Education ◽  
Thinking Skill ◽  
Revised Bloom's Taxonomy ◽  
Twelfth Grade

Higher order thinking skill (HOTS) is an important outcome standard of higher education in any discipline. Accordingly, English language textbook should present higher order thinking questions to promote students’ higher order thinking skill. The aim of this research is to analyze the extent to which the higher order thinking skill (HOTS) and the indicators of reading skill are assessed in the reading comprehension exercises. This research used the descriptive analytical method of research, which refers to content analysis. The data are analyzed based on revised Bloom’s taxonomy and reading skill indicators. The findings reveal that: (1) HOTS in the reading comprehension exercises questions only includes analyzing skill and evaluating skill while creating skill is not found; and (2) the indicators of reading skill are not fully assessed from the questions in the reading comprehension exercises in English language textbook for twelfth grade students by Indonesian Ministry of Education and Culture. The textbook only assesses topic, explicit meaning, and implicit meaning indicators. Students will not achieve higher order thinking skill and reading skill excellently if they only practice reading comprehension exercises from the textbook.

scholarly journals Impact of ePortfolios on Science student-teachers' reflective metacognitive learning and the development of higher-order thinking skills

2019 ◽  
Vol 16 (3) ◽  
pp. 18-33
Author(s):  
Thelma de Jager ◽  
Keyword(s):  
Higher Education ◽  
Student Teachers ◽  
Learning Experiences ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Digital Learning ◽  
Higher Order Thinking Skills ◽  
Metacognitive Learning ◽  
The Impact

A concern in higher education is that most students do not acquire higher-order thinking skills, ‘cannot think’, are not engaged in reflective student-centred teaching and learning and do not always acquire technology skills. Numerous studies have indicated the importance of a digital learning environment that facilitates the acquisition of IT skills, reflective and critical thinking learning skills while creating an electronic portfolio. To establish the impact of portfolios on the reflective metacognitive learning and the development of higher-order thinking skills in student-teachers (n=167) in the field of science, qualitative and quantitative approaches were used to collect data. The results showed that for the majority of the participants (n=160) it was the first time that they had created an ePortfolio and engaged in reflective metacognitive learning experiences. The researcher was able to identify students’ weaknesses and strengths, their interests and goals in life. Most of them regarded the learning process as time consuming, did not wish to share poor learning experiences with others, found it difficult to express their learning experiences in a second language and were unable to create an ePortfolio in an organised manner as they were not capable of metacognitive reflection. This paper is relevant for higher education lecturers in developing students to become independent learners by using an ePortfolio.

scholarly journals Four Pedagogical Dimensions for Understanding Flipped Classroom Practices in Higher Education: A Systematic Review

2019 ◽  
Vol 19 (4) ◽  
pp. 14-33 ◽  
Author(s):  
Joyce Hwee Ling Koh
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Collaborative Learning ◽  
Flipped Classroom ◽  
Classroom Practices ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Learning Performance ◽  
Flipped Classrooms ◽  
Student Centred Learning

Despite being widely adopted in higher education to support student-centred learning, the pedagogical design of flipped classrooms has been criticised as lacking in theoretical framing. This study proposes that the pedagogical dimensions of personalisation, higher-order thinking, self-direction, and collaboration can be used as theoretical lenses to deconstruct how flipped classroom practices support student-centred learning. Through a systematic review of 56 cases from 51 studies of flipped learning implementation published in peer-reviewed articles, this study found that flipped classrooms personalise learning through resource and teacher access, develops higher-order thinking through problemsolving, and engages students in collaborative learning through both peer groups and design groups. Trends of positive student learning outcomes are more consistent among cases that support collaborative learning and student selfdirection of learning performance review by repeated application and remediation. Nevertheless, majority of the cases reflect students having limited personalisation of learning choice and structured collaborative processes are seldom used apart from the few cases implementing team-based learning. The theoretical applications of the four pedagogical dimensions as well as the implications for the future research and practice of flipped classrooms are discussed.

Using Gamification to Engage Higher-Order Thinking Skills

2021 ◽  
pp. 632-652
Author(s):  
Brian Bourke
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
College Courses ◽  
Pedagogical Approach ◽  
Higher Order Thinking Skills ◽  
Transmission Of Knowledge ◽  
Creative Solutions

Critical thinking and other higher-order thinking skills are key objectives of higher education. Through the development of higher-order thinking skills, students are able to discern information from multiple, often competing sources, make sound judgements, draw conclusions, and enact creative solutions to complex problems. However, faculty can struggle with how to help students develop higher-order thinking skills, relying instead on transmission of knowledge, focusing on what to learn instead of how to learn. In this chapter, the author provides insights into the connections between using gamification as a pedagogical approach, and the development of higher-order thinking skills. The chapter addresses perspectives on higher-ordering thinking, approaches to gamification in college courses, and concludes with recommendations for faculty in approaching gamification.

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