scholarly journals Critical Thinking Criteria for Evaluating Online Discussion

2018 ◽  
Vol 12 (2) ◽  
Author(s):  
Arla G Bernstein ◽  
Carol Isaac
Keyword(s):  
Critical Thinking ◽  
Online Discussion

Heutagogy Approach Using Trello Online Learning on the Critical Thinking Skills Amongst Students With Different Learning Styles

2019 ◽  
pp. 41-55
Author(s):  
Mohan Rathakrishnan ◽  
Arumugam Raman
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
Online Discussion ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Foundation Programme ◽  
The University ◽  
The Given

Trello online discussion has become one of the important strategies for the University Utara Malaysia Management Foundation Programme student to teach other students to think critically in conveying their ideas and become more proactive and creative in critical thinking subject. In a heutagogical approach, learners become highly autonomous and self-determined while learning online. They use Trello online discussion tool as self-determination learning. Trello enable the learners to use their capacity and capability with the goal of producing learners. Trello online learning was conducted to examine its effectiveness in enhancing macro critical thinking among active-reflective learning style. The students discuss and write their ideas in Trello. Ideas that are posted in Trello will be displayed in front of the class so that the entire learners in the class could see the given ideas. Paul's model was used to analyze learners' critical thinking in Trello online discussion.

scholarly journals Enhancing learning through the discussion forum

2012 ◽  
Vol 7 (1) ◽  
pp. 63-77 ◽  
Author(s):  
Nantha Kumar Subramaniam
Keyword(s):  
Critical Thinking ◽  
Adult Learners ◽  
Collaborative Learning ◽  
Online Courses ◽  
Online Discussion ◽  
Discussion Forum ◽  
Online Discussions ◽  
Discussion Forums ◽  
Online Discussion Forums ◽  
Collaborative Discussion

Asynchronous online discussion forums play an important role in adult online courses, and have many possible functions. Our experience in using the discussion forums in online courses for task-based collaborative discussion has led us to many questions about the optimal ways of using online discussion to support collaborative learning, such as how should instructors structure online discussions in a way that it promotes collaborative learning? What should instructors do to enhance learners' reflective thinking, critical thinking, or problem solving in online collaborative discussions? The challenges of using forum in learning have also been highlighted by many researchers. In this paper, we present a so-called “smart” discussion forum to support, monitor and facilitate task-based collaboration for the learning process of adult learners to advance their development of critical thinking.

scholarly journals Using the Photovoice Method to Elicit Authentic Learning in Online Discussions

2018 ◽  
Vol 7 (1) ◽  
pp. 125-138
Author(s):  
Beatriz M Reyes-Foster ◽  
Aimee DeNoyelles
Keyword(s):  
Critical Thinking ◽  
Social Action ◽  
Research Method ◽  
Online Discussion ◽  
Authentic Learning ◽  
Online Discussions ◽  
Course Content ◽  
College Classrooms ◽  
Points Of View

While online discussions remain popular in college classrooms, mixed results persist about their effectiveness in eliciting authentic learning. This case study explores how students perceive the influence of the Photovoice method on their authentic learning, critical thinking, engagement, and peer interaction in an asynchronous online discussion. Photovoice is a research method combining photography with social action, in which people express their points of view by photographing scenes that highlight certain themes. Students in an online undergraduate course engaged in an online discussion which asked them to connect personal images to the course content. Students reported that this strategy supported authentic learning, critical thinking, engagement, and interaction; in addition, a correlational analysis found that these factors are highly interrelated. This case study proposes recommendations for practitioners interested in using a similar approach.

Does Online Discussion Produce Increased Interaction and Critical Thinking†?

2011 ◽  
pp. 1-38 ◽  
Author(s):  
Leonard Shedletsky
Keyword(s):  
Critical Thinking ◽  
Online Discussion ◽  
Teaching Assistant ◽  
Student Interaction ◽  
Instructional Media ◽  
Review Of The Literature ◽  
Face To Face ◽  
Online Study ◽  
The Relationship

This chapter explores the question: Does online discussion increase critical thinking and interaction? It presents a selective review of the literature concerned with critical thinking and/or interaction during online discussion. It reports a program of 5 studies of the effects of instructional media and instructional methods on critical thinking and interaction. Study 1 tests the influence on critical thinking of online vs. face-to-face discussion, individual vs. group consensus in summarizing discussion, and discussion of examples of concepts vs. discussion of more abstract analysis. Study 2 examines the relationship between the level of critical thinking in discussion and the quality of papers later written by discussants. Study 3 explores the question: Can a teaching assistant (TA) help to facilitate student-to-student interaction and critical thinking? Study 4 asks: Does personal relevance of discussion topic influence student participation and level of critical thinking in discussion online? Study 5 asks: Does the use of rubrics influence the level of student interaction and/or the level of critical thinking in online discussion? The evidence suggests that it is easier to influence students to interact than to think critically. The chapter offers some suggestions on how to increase student-to-student interaction and critical thinking.

(Re)Assessing Student Thinking in Online Threaded Discussions

2013 ◽  
pp. 265-280
Author(s):  
Felicia Saffold
Keyword(s):  
Preservice Teachers ◽  
Critical Thinking ◽  
Online Discussion ◽  
Teacher Educator ◽  
Thinking Skills ◽  
Student Thinking ◽  
Online Discussions ◽  
Discussion Forums ◽  
Threaded Discussions ◽  
Online Discussion Forums

A teacher educator examines the level of critical thinking of her preservice teachers participating in an urban education course through online discussions. The objective was to see if online discussions, which were the heart of the learning process, could be an effective strategy to promote critical thinking skills. Using the revised version of Bloom’s Taxonomy (Anderson & Krathwohl, 2001) as a guide, participants’ posts and responses were assessed to determine the quality of thinking that occurred in the online discussion forum. Results show that utilizing online discussion forums can be an effective pedagogy for classes where complex, often controversial issues such as social justice, equity, and white privilege are discussed.

Heutagogy Approach Using Trello Online Learning on the Critical Thinking Skills Amongst Students With Different Learning Styles

2021 ◽  
pp. 2090-2104
Author(s):  
Mohan Rathakrishnan ◽  
Arumugam Raman
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
Online Discussion ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Foundation Programme ◽  
The University ◽  
The Given

Trello online discussion has become one of the important strategies for the University Utara Malaysia Management Foundation Programme student to teach other students to think critically in conveying their ideas and become more proactive and creative in critical thinking subject. In a heutagogical approach, learners become highly autonomous and self-determined while learning online. They use Trello online discussion tool as self-determination learning. Trello enable the learners to use their capacity and capability with the goal of producing learners. Trello online learning was conducted to examine its effectiveness in enhancing macro critical thinking among active-reflective learning style. The students discuss and write their ideas in Trello. Ideas that are posted in Trello will be displayed in front of the class so that the entire learners in the class could see the given ideas. Paul's model was used to analyze learners' critical thinking in Trello online discussion.

Peer interaction and critical thinking: Face-to-face or online discussion?

2008 ◽  
Vol 18 (2) ◽  
pp. 187-200 ◽  
Author(s):  
Jane Guiller ◽  
Alan Durndell ◽  
Anne Ross
Keyword(s):  
Critical Thinking ◽  
Peer Interaction ◽  
Online Discussion ◽  
Face To Face
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