scholarly journals Critical Thinking in Asynchronous Online Discussions: A Systematic Review | La pensée critique dans les discussions asynchrones en ligne : examen systématique

2018 ◽  
Vol 44 (2) ◽  
Author(s):  
Joshua DiPasquale ◽  
William Hunter
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Instructional Strategies ◽  
Online Discussions ◽  
Future Research ◽  
Common Goal ◽  
Research And Practice ◽  
Online Higher Education ◽  
Asynchronous Online Discussions ◽  
Mise En Pratique

Enhancing critical thinking is a common goal of higher education. Designing and facilitating learning environments in which critical thinking may develop is a key responsibility for instructors. In this paper, we seek to inform future research and practice by investigating instructional strategies that could be used to promote critical and reflective thinking in asynchronous online discussions. Our literature review was qualitative and systematic, and focused specifically on strategies that were effective in fully-online higher education contexts. Thematic analysis was used to synthesize the findings and conclusions from the various studies into recurrent themes and sub-themes. The results of the analysis indicated that practitioners should employ a multi-step approach to facilitating critical thinking and reflection in asynchronous online discussions. Implications for future research and practice are discussed.Améliorer la pensée critique est un objectif courant de l’éducation supérieure. Concevoir et faciliter des environnements d’apprentissage dans lesquels la pensée critique peut se développer est une responsabilité importante pour les instructeurs. Dans cet article, nous cherchons à renseigner les études et les pratiques futures en examinant les stratégies didactiques qui pourraient être utilisées pour promouvoir une pensée critique et réfléchie dans les discussions asynchrones en ligne. Notre examen des publications a été qualitatif et systématique. Il a été particulièrement axé sur les stratégies qui étaient efficaces dans les contextes d’éducation supérieure entièrement en ligne. L’analyse thématique a servi à synthétiser les résultats et les conclusions des différentes études en thèmes et thèmes sous-jacents récurrents. Les résultats de l’analyse indiquent que les intervenants devraient se servir d’une approche en plusieurs étapes pour promouvoir la pensée critique et réfléchie dans les discussions asynchrones en ligne. Une discussion de ce que cela implique pour les recherches et la mise en pratique est incluse.

scholarly journals Asynchronous Online Discussions During Case-Based Learning: A Problem-Solving Process

2020 ◽  
Vol 24 (4) ◽  
Author(s):  
Adrie A Koehler ◽  
Zui Cheng ◽  
Holly Fiock ◽  
Shamila Janakiraman ◽  
Huanhuan Wang
Keyword(s):  
Problem Solving ◽  
Online Discussions ◽  
Future Research ◽  
Case Based Learning ◽  
Multiple Case ◽  
Asynchronous Online Discussions ◽  
Expected Benefits ◽  
Problem Solving Process ◽  
Case Based

Asynchronous discussions are typically considered an essential aspect of online case-based learning. While instructors implement discussions to support a variety of instructional purposes during case-based learning (e.g., facilitate students’ sense making, prompt the consideration of diverse perspectives, debate complex topics), whether students receive the expected benefits is unclear, and little research has considered how students intentionally participate in discussions to support their learning during case-based learning. At the same time, students’ participation in asynchronous online discussions represents a complex endeavor. That is, students must make several decisions regarding how to effectively participate, while simultaneously experiencing several challenges. The purpose of this exploratory multiple-case study was to consider the experiences of six graduate students participating in asynchronous online discussions as a part of a case-based course. By analyzing these experiences, we were able to conceptualize students’ navigation of an asynchronous online discussion as a problem-solving process and consider individual problem-solving approaches. Results indicate that students relied primarily on instructors to determine the purpose of their discussion participation, expressed differing levels of value for participating in discussions, adopted a variety of strategies to meet discussion participation goals, and assessed their participation efforts mainly based on guidelines set by the instructor. We offer suggestions for effectively designing and facilitating asynchronous online discussions and discuss areas needing future research.

Promoting Critical Thinking in Virtual Teams

2014 ◽  
pp. 303-326
Author(s):  
Francesco Sofo ◽  
Michelle Sofo
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Case Studies ◽  
Virtual Environment ◽  
Virtual Teams ◽  
Success Factors ◽  
Student Characteristics ◽  
Influential Factors ◽  
Future Research ◽  
Virtual Teamwork

This chapter aims to raise awareness in leaders and practitioners on how critical thinking is embedded within the performance of virtual teams. The increasingly important nexus between critical thinking and team performance is demonstrated within the specific context of the virtual environment. The chapter is interspersed with brief case studies that demonstrate some of the experiences of Australian-based higher education staff in their efforts to incorporate both critical thinking and virtual teamwork into their pedagogy. A framework of success factors and challenges inherent to virtual teams and critical thinking is provided, which covers five influential factors: technology, student characteristics, educator characteristics, social aspects, and team dynamics. The chapter concludes with some directions for future research.

Exploring Assessment of Critical Thinking Learning Outcomes in Online Higher Education

2014 ◽  
pp. 1191-1202
Author(s):  
Bernice Bain
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Online Education ◽  
Transformative Learning ◽  
Learning Outcomes ◽  
Higher Education Institutions ◽  
Cognitive Learning ◽  
Learning Theories ◽  
Online Programs ◽  
Online Higher Education

Online education has grown to more than 6 million students with an average age of 33 years old (Kolowich, 2012; Selingo, 2012; Sheehy, 2012). Research indicates online programs are part of many institutions' strategic planning initiatives. Institutions are undergoing increased scrutiny from accrediting bodies, employers, and adult learners. To remain competitive and valid in this changing environment, a significant issue for leaders of online higher education institutions is how to effectively assess online cognitive learning outcomes, such as critical thinking. Adding to the challenge of online assessment of critical thinking is the contextual nature of critical thinking and two differing approaches to assessment. Leaders of online higher education institutions should seek a critical thinking assessment that is based on a theoretical framework of Transformative Learning and Adult Learning Theories. This is explored in this chapter.

Adult Learner Characteristics Important for Successful Learning in Cross-Cultural Web-Based Learning Environments in Higher Education

2021 ◽  
pp. 436-469
Author(s):  
Joseph George M. Lutta
Keyword(s):  
Higher Education ◽  
Social Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Individual Characteristics ◽  
Cross Cultural ◽  
Future Research ◽  
Web Based ◽  
Research And Practice ◽  
Web Based Learning

For more than 40 years, cognitive psychological perspectives have dominated pedagogical frameworks and models for designing technology-mediated teaching and learning environments. Social learning perspectives are increasingly becoming viable or even desirable frames for research and practice as pertains to teaching and learning, particularly in web-based learning environments (WBLEs). The author considers these social learning perspectives and how they relate to the design and implementation of curricula that are delivered in web-based learning environments in higher education. The author further reviews the foundational theories of adult learning that enhance adult learners' experiences in cross-cultural web-based learning environments. This review and analysis of the research related to social learning perspectives on WBLEs have three implications for future research and practice: (1) examining learners' individual characteristics in WBLEs, (2) identifying strategies for promoting social interaction in WBLEs, and (3) developing effective design principles for WBLEs. The author presents recommendations for future research.

Online Higher Education for Nontraditional Adult Students

2021 ◽  
pp. 265-285
Author(s):  
Junghwan Kim ◽  
Heh Youn Shin ◽  
Kim L. Smith ◽  
Jihee Hwang
Keyword(s):  
Higher Education ◽  
Adult Students ◽  
Career Planning ◽  
Critical Role ◽  
Future Research ◽  
State University ◽  
University Of Oklahoma ◽  
Online Higher Education ◽  
Education Environment ◽  
The University

This chapter examines two U.S. four-year public universities, the Pennsylvania State University World Campus and the University of Oklahoma Outreach, that have successfully developed online adult education system/programs for adults. Using the principles of effectiveness for serving adult learners, the integrated review reveals not only how they advance online higher education environment for adults, but the types of challenges they have. Key findings highlight that, under a strong tradition of distance education, “self-assessment system,” “financial independence,” and “diverse active supports for life and career planning” play a critical role in increasing the academic engagement and retention of adult students. However, they also have several challenges: “high tuition rates and limited scholarship options,” “monitoring students' experience,” “learning outcome assessment,” and “commitment of faculty members.” The authors close with practical/academic implications and future research agendas.

scholarly journals Meditation, Mindfulness, and Critical Thinking: Individual Characteristics in Online Higher Education.

2017 ◽  
Vol 02 (03) ◽  
Author(s):  
Alicia Holland ◽  
Gwendolyn Dooley ◽  
Barbara Fedock ◽  
Susan Ferebee ◽  
Liston Bailey
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Individual Characteristics ◽  
Online Higher Education

scholarly journals Developing a rubric to assess critical thinking in a multidisciplinary context in higher education

2019 ◽  
Vol 3 (1) ◽  
pp. 6
Author(s):  
Sadia Muzaffar Bhutta ◽  
Sahreen Chauhan ◽  
Syeda Kausar Ali ◽  
Raisa Gul ◽  
Shanaz Cassum ◽  
...  
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Field Testing ◽  
Qualitative Description ◽  
Fine Tuning ◽  
Academic Disciplines ◽  
Future Research

Critical thinking (CT) is a generic attribute that is greatly valued across academic disciplines in higher education, and around the globe. It is also defined as one of the graduate attributes of higher education for the sample private university where this research was conducted, as it is perceived that CT helps the graduate to become ‘engaged citizens’ in the twenty-first century. Despite the well-documented importance of CT, its assessment remains a challenge. This study addresses this challenge through the systematic development and field-testing of a rubric for assessing critical thinking in a multidisciplinary context in higher education. A multidisciplinary group of faculty (i.e. education, nursing, medicine) from the sample university partnered with a policy research group in Canada to translate this plan into action. The development of the assessment tool followed a multi-step process including: (i) identification of the main elements of CT; (ii) choice of a rubric format; (iii) adaptation of the currently available relevant rubrics; and, (iv) field testing and establishment of the reliability of the rubric. The process resulted in the development of a holistic template, the Assessment of Critical Thinking (ACT) rubric. Two versions of the rubric have been field tested on a sample (n=59) of students drawn from different entities of the sample university. The data collected was subjected to psychometric analysis which yielded satisfactory results. This was a modest attempt to develop an assessment tool to guide multidisciplinary faculty members in teaching and assessing CT by assisting them to make decisions about the level of their students’ CT skills through a combination of numerical scores and qualitative description. It may also empower them to make self-initiated, conscious efforts to improve their classroom practice with reference to CT. The ACT rubric provides an anchoring point to start working on the daunting yet doable task of developing and fine-tuning both the assessment measures of CT and interventions to promote CT based on the assessment findings. Future research may not only provide robust evidence of the reliability and validity of the ACT rubric for a larger and varied sample but also help in making informed decisions to enhance teaching and learning of CT across entities of the sample university.   How to cite this article:  BHUTTA, Sadia Muzaffar; CHAUHAN, Sahreen; ALI, Syeda Kausar; GUL, Raisa; CASSUM, Shanaz; KHAMIS, Tashmin. Developing a rubric to assess critical thinking in a multidisciplinary context in higher education. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 6-25, Apr. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=69&path%5B%5D=34   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Sign in / Sign up

Export Citation Format

Share Document