Effects of metacognitive guidance on critical thinking disposition

2015 ◽  
Vol 5 (2) ◽  
pp. 133-148 ◽  
Author(s):  
Halil İbrahim Akyüz ◽  
Serap Samsa Yetik ◽  
Hafize Keser
Keyword(s):  
Preservice Teachers ◽  
Online Learning ◽  
Critical Thinking ◽  
Learning Environment ◽  
Average Score ◽  
Control Group ◽  
Online Learning Environment ◽  
Critical Thinking Disposition ◽  
Thinking Disposition ◽  
Metacognitive Guidance

The present study investigated the effect of metacognitive guidance in an online learning environment on the students' critical thinking competency. The research was carried out using experimental design with pretest-posttest control groups. The research group of the study consisted of 60 students studying at Computer and Educational Teaching Department of Educational Sciences Faculty at Ankara University during the fall semester of 2011-2012. The 51 point California Critical Thinking Disposition Inventory was used to collect pretest-posttest data. In terms of total score of critical thinking tendency, the average score of the group that received critical guidance was found to be higher than the score of the control group. The metacognitive guidance offered to the students in the online learning environment has affected their critical thinking tendency in a positive way. Findings indicate that metacognitive guidance in online learning environments can be an effective tool in developing critical thinking among preservice teachers.

scholarly journals Effectiveness of Gamification in Flipped Learning

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097983
Author(s):  
Abdullah Yasin Gündüz ◽  
Buket Akkoyunlu
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Qualitative Data ◽  
Control Group ◽  
Online Learning Environment ◽  
Learning Approach ◽  
Interaction Data ◽  
Flipped Learning ◽  
Online Environment ◽  
Experimental Group

The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.

scholarly journals Critical Thinking in the Online Nursing Education Setting: Raising the Bar

2013 ◽  
Vol 32 (1) ◽  
Author(s):  
Lorraine Carter ◽  
Ellen Rukholm ◽  
Sharolynn Mossey ◽  
Gloria Viverais- Dresler ◽  
Debra Bakker ◽  
...  
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Nursing Education ◽  
Learning Environment ◽  
Health Assessment ◽  
Ways Of Knowing ◽  
Online Learning Environment ◽  
Asynchronous Online Learning ◽  
Written Assignments ◽  
Nursing Health

This article explores the effectiveness of writing to help nurse-learners develop critical thinking in an asynchronous, online learning environment. The formal written assignments of students in an online nursing health assessment program were analyzed for evidence of critical thinking according to Johns’ Model of Structured Reflection (Johns, 1995) based on Carper’s Ways of Knowing in Nursing (Carper, 1978), as well as for growth in discipline-specific writing. Informal contributions by participants and the instructor were studied for evidence of interaction. Results indicated that the online learning environment provided an effective forum that facilitated critical thinking and reflection through writing.

scholarly journals Online Argumentation Implementation in the Development of Critical Thinking Disposition

2018 ◽  
Vol 6 (3) ◽  
pp. 127 ◽  
Author(s):  
Pınar Fettahlıoğlu ◽  
Devkan Kaleci
Keyword(s):  
Critical Thinking ◽  
Science Teacher ◽  
Teacher Candidates ◽  
T Test ◽  
Control Group ◽  
Critical Thinking Disposition ◽  
Significant Difference ◽  
Post Test ◽  
Thinking Disposition ◽  
Experimental Group

The purpose of this study is to investigate the effects of teaching technologies and material development course taught through Moodle based online argumentation implementation on critical thinking disposition of third year science teacher candidates. The study was carried out with a total of 43 students consisting of an experimental group of 22 and a control group of 21 students studying at the Department of Science Education at a State University Faculty of Education in the fall term of 2014-15 academic years. Sequential explanatory design was used as a mixed method strategy in this research. A quasi-experimental pre-test/post-test non-equivalent control group design was used in the quantitative part of the study. A case study research design was used in the qualitative part of the study. California Critical Thinking Disposition Inventory was used as data collection tool. In addition, an open-ended interview questions form was used to define opinions of science teacher candidates about the method applied in the course. Independent samples t-test and paired samples t-test were used in the analysis of quantitative data. Descriptive analysis was used to analyse qualitative data. At the end of the research, while a statistically significant difference in critical thinking dispositions of teacher candidates was observed in favour of post-test results of the experimental group, no statistically significant difference was observed in the control group. When the opinions of teacher candidates on the subject were investigated, it was found that the teacher candidates strongly supported the elimination of internet connection problems to improve the course.

scholarly journals The Efficiency of Online Learning Environment for Implementing Project-Based Learning: Students' Perceptions

2020 ◽  
Vol 9 (5) ◽  
pp. 76
Author(s):  
Atef Mohammad Abuhmaid
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Project Based Learning ◽  
Control Group ◽  
Online Learning Environment ◽  
Positive Attitudes ◽  
Strongly Agree ◽  
The Impact

Project-based learning is gaining increasing popularity supported by research studies regarding its effectiveness for teaching and learning. In addition, the widespread of digital technologies and sudden disruptions to traditional in-person teaching have accelerated the adoption of online learning. The current study examined students' perceptions of the impact of online learning environment on project-based teaching method. Most universities worldwide have considered online learning encouraging their faculty to use online learning tools, and Hashemite University in Jordan is no exeption. 154 students studying Computers in Education course were selected during the first semester of the academic year 2019/2020 and were devided into two groups. The experimental group consisted of 75 students who studied the course online and 79 students in the control group who studied the course in a face-to-face mode. For the purpose of gathering data, a questionnaire was developed which consisted of 17 items and students' answers were on a four-point Likert scale: 4= strongly agree, 3= agree, 2= disagree, and 1= strongly disagree. Means, standard deviations, and One-Way ANOVA were used to analyze the data. The results of the study showed positive attitudes among students (both online and in-class) toward project-based learning. In addition, the results showed that in-class students had a stronger views of project based-learning than online learning students.

Can Geometry Achievement and Geometric Habits of Mind Be Improved Online? Reflections From a Computer-Aided Intervention

2020 ◽  
pp. 004723952096523
Author(s):  
Buket Özüm Bülbül ◽  
Mustafa Güler
Keyword(s):  
Preservice Teachers ◽  
Online Learning ◽  
Learning Environment ◽  
Positive Development ◽  
Habits Of Mind ◽  
Online Learning Environment ◽  
Online Application ◽  
Computer Aided ◽  
Before And After ◽  
The Impact

This article aims to examine the impact of an online learning environment enriched with computer activities on geometry achievement and geometric habits of mind (GHoM). The study includes reflections from an online application of a one-term computer-aided mathematics teaching course in which the participants were preservice teachers (PTs) enrolled in a faculty of education. A test was used to measure all participating PTs’ learning outcome and determine their GHoM. In addition, clinical interviews were administered before and after the intervention to examine the opinions of the PTs regarding the online learning environment. The results revealed that the design provided for positive development in terms of both geometry achievement and GHoM. However, the impact was found to be very limited for some components of GHoM. The article presents a discussion of the effective aspects of the intervention.

scholarly journals Critical Thinking Disposition: The Effects of Infusion Approach in Engineering Drawing

2017 ◽  
Vol 6 (3) ◽  
pp. 305 ◽  
Author(s):  
Norazlinda Mohd Darby ◽  
Abdullah Mat Rashid
Keyword(s):  
Critical Thinking ◽  
Treatment Group ◽  
Thinking Skills ◽  
Control Group ◽  
Engineering Drawing ◽  
Higher Order Thinking Skills ◽  
Critical Thinking Disposition ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Thinking Disposition

Critical Thinking Disposition is known as an important factor that drives a student to use Higher Order Thinking Skills (HOTS) in order to solve engineering drawing problems. Infusing them while teaching the subject may enhance students’ disposition and higher order thinking skills. However, no research has been done in critical thinking disposition while teaching engineering drawing. The current study is to evaluate how critical thinking disposition infused in Engineering Drawing affected students’ thinking disposition. Quasi-experimental with non-equivalent control group design was conducted on the groups from two different Technical Matriculation College for 8 weeks. Two teaching methods, which are Conventional approach and Infusion Approach, were used while teaching Engineering Drawing for control group and treatment group. Control group with 29 students and treatment group consist of 31 students were selected as samples. Pre-test shows that there is no significant different in critical thinking dispositions between control group and treatment group. However, the result in post-test shows that treatment group was significantly higher in critical thinking dispositions compared to control group.

The Effects of a Systematically Designed Online Learning Environment on Preservice Teachers' Professional Knowledge

2017 ◽  
Vol 33 (3) ◽  
pp. 103-113 ◽  
Author(s):  
Marie Evens ◽  
Charlotte Larmuseau ◽  
Katrien Dewaele ◽  
Leen Van Craesbeek ◽  
Jan Elen ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Online Learning ◽  
Learning Environment ◽  
Professional Knowledge ◽  
Online Learning Environment
Sign in / Sign up

Export Citation Format

Share Document