Neurodidactics role in the development of critical thinking: a perspective from virtual classroom environments.

<p style="text-align:justify">Critical thinking skills are one of the thinking skills needed to live in the 21st century and the era of the Industrial Revolution 4.0. This study aims to develop a Virtual Classroom Critical Thinking (VC2T) Model, which is valid, practical, and effective to improve students' critical thinking skills. VC2T model has six steps: problem orientation, formulation, group discussion, analysis, result discussion, and reflection. This study is a Research & Development (R & D) involving 33 high school students in Surabaya, Indonesia. Before being tested, the VC2T Model was designed based on the theory of Plomp and Nieveen and then validated by 3 (three) experts in physics education. Data were analyzed using validity by experts, implementation of teaching with the VC2T Model, paired t-test, calculation of n-gain, effect size and percentage of student responses. The results showed that the VC2T Model is: (1) valid with an average validity score of 4.14 in the high validity category; (2) practical with an average score of implementations teaching of VC2T Model 4.26 in the outstanding category; and (3) effective as indicated by increasing of students' critical thinking skills scores which are statistically significant at alpha .05, the average n-gain is .38 in the medium category, the effect size of 6.93 is in a strong category and the average students' response is 87.59 % with outstanding category.</p>

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Classroom environments that foster a disposition for critical thinking

Learning Environments Research ◽

10.1007/s10984-011-9082-2 ◽

2011 ◽

Vol 14 (1) ◽

pp. 59-73 ◽

Cited By ~ 16

Author(s):

Samuel R. Mathews ◽

Katie Lowe

Keyword(s):

Critical Thinking ◽

Classroom Environments

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Authenticity perceptions in virtual environments

Information and Learning Sciences ◽

10.1108/ils-10-2020-0234 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Jamie N. Mikeska ◽

Heather Howell

Keyword(s):

Virtual Environments ◽

Research Study ◽

Teaching Practice ◽

Teaching Experience ◽

Virtual Classroom ◽

Classroom Environments ◽

Content Type ◽

Future Studies ◽

And Performance

Purpose This paper aims to examine three distinct aspects of authenticity that pre-service teachers (PSTs) experience when they engage with virtual classroom environments to develop their content-intensive instructional practice – task authenticity, student avatar authenticity and performance authenticity – and their perceptions about the usefulness of the simulated teaching experience to support their learning. Design/methodology/approach This paper explored these conceptions of authenticity and usefulness within a larger research study whose goal was to develop virtual environment tools to help elementary PSTs learn how to engage in one ambitious teaching practice: facilitating discussions that engage students in argumentation. To examine these aspects of authenticity and usefulness, this paper used a general qualitative deductive analysis approach to examine data from 104 interviews with 26 case study teachers and examined patterns in PSTs’ perceptions within and across interviews and authenticity aspects. Findings While these PSTs strongly value the utility of these tools to support their learning, findings point to variation in their perceptions of authenticity. Findings showed that most PSTs perceived the tasks as an authentic representation of the work of teaching. However, their perceptions of task authenticity did not always align with their perceptions of avatar or performance authenticity. Originality/value This paper argues that these three aspects of authenticity relate to, but expand upon, the broader notions of presence and plausibility noted in the literature on virtual environments and should be taken up more directly in future studies of users’ perceptions of virtual environments both within and outside of educational contexts.

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The Effect of Interactive Blended-Problem Based Learning Assisted Virtual Classroom on Critical Thinking Skills of Students of The Society Era 5.0

Jurnal Geografi Gea ◽

10.17509/gea.v21i2.38862 ◽

2021 ◽

Vol 21 (2) ◽

pp. 135-146

Author(s):

Muhammad Naufal Islam ◽

Sumarmi Sumarmi ◽

Alfyananda Kurnia Putra ◽

Pratiwi Sugiyati ◽

Sabrina Salsabilah

Keyword(s):

Critical Thinking ◽

Hypothesis Test ◽

Problem Based Learning ◽

Thinking Skills ◽

Virtual Classroom ◽

Critical Thinking Skills ◽

Cognitive Domain ◽

Control Group ◽

Control Group Design ◽

Quasi Experimental

Students in society 5.0 era education are directed to have adaptive and reactive response patterns to change through effective synergy as domain systems inaccessibility to technology in developing their skills actively and independently through critical thinking skills. Critical thinking skills as a cognitive domain in identifying, analyzing, and thinking of practical and creative ways to solve problems are needed to develop in the era of global society 5.0. Therefore, teachers are required to design learning processes that can accommodate student competencies in the era of society 5.0, one of which is the implementation of the innovative Interactive Blended Problem-Based Learning (IBPBL) learning model. This study aims to determine the effect of Interactive Blended Problem-Based Learning (IBPBL) assisted by Virtual Classroom on students' critical thinking skills. This type of research is a quasi-experimental study using a posttest-only control group design. The sample in this study used 72 students in class X IPS 2 (n = 36 control class) and X IPS 3 (n = 36 experimental class), Specializing in Social Sciences, SMAN 1 Tempeh, Lumajang Regency, East Java. The data analysis technique used the independent t-test hypothesis test to determine the significance value of the difference in the average treatment given to both the control and experimental classes. The results showed an effect of Interactive Blended Problem-Based Learning (IBPBL) assisted by Virtual Classroom on the critical thinking skills of students with Sig. (2-tailed) 0.000.

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Enhancing Instructor Credibility and Immediacy in the Design of Distance Learning Systems and Virtual Classroom Environments

10.51869/92mrgsw ◽

2020 ◽

Vol 9 (2) ◽

Author(s):

Miguel Ramlatchan ◽

Ginger Watson

Keyword(s):

Distance Learning ◽

Virtual Classroom ◽

Learning Systems ◽

Classroom Environments ◽

Instructor Credibility

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VoiceThread

International Journal of Online Pedagogy and Course Design ◽

10.4018/ijopcd.2019100105 ◽

2019 ◽

Vol 9 (4) ◽

pp. 68-78

Author(s):

Yingqi Tang

Keyword(s):

Higher Education ◽

Critical Thinking ◽

Problem Solving ◽

Collaborative Learning ◽

Web 2.0 ◽

Information Literacy ◽

Virtual Classroom ◽

Human Interaction ◽

Online Course ◽

Problem Solving Skills

Collaborative learning allows students to share diverse ideas, resources, and experiences. Studies have shown that students engaged in collaborative learning are more likely to achieve, and exhibit increased critical thinking and problem-solving skills. However, in an online course class, students receive very little human interaction because most of the communication is via text. This article overviews how VoiceThread, a cloud-based web 2.0 application, has been used in primary, secondary, and higher education institutions for enhancing discussion in traditional and virtual classroom. From there, actionable class content with a focus on teaching students' information literacy is provided. This article also shared technique parameters of VoiceThread, as well as some notes of using VoiceThread application.

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Virtual environment and teaching methodology in Higher Education in on-site modality

Revista Diálogo Educacional ◽

10.7213/dialogo.educ.7647 ◽

2013 ◽

Vol 13 (38) ◽

pp. 305 ◽

Cited By ~ 1

Author(s):

Ettiene Guérios ◽

Sandra Sausen

Keyword(s):

Higher Education ◽

Virtual Environments ◽

Virtual Classroom ◽

Pedagogical Practices ◽

Teaching Methodology ◽

Teaching Mathematics ◽

Classroom Environments ◽

Initial Teacher Training ◽

The Relationship ◽

Theoretical Foundations

This paper discusses the use of virtual environments in Higher Education in the presential modality. It comes from reflection on the results of qualitative research on exploratory-interpretative processes of interaction and mobilization of knowledge identified in students from a classroom course in Mathematics using resources from virtual learning environments. The theoretical framework is based on Thompson (2004), Primo (2008), Silva (2010), Scherer (2005), Charlot (2000), among others, with regard to the processes of interaction and mobilization of knowledge; in Guérios (2002) and Doll Jr. (1997) regarding the methodology of teaching in teacher education. The methodology of teaching is considered in an epistemological perspective that considers the relationship between subject and knowledge in the light of the curriculum learning. We observed that knowledge was mobilized in the interactive process and that there was conceptual learning of theoretical foundations of the Methodology of Teaching Mathematics subject. We discuss these results in view of the methodology of teaching in initial teacher training. We conclude pointing to the possibility of building a teaching methodology for higher education in the classroom mode, in which the spaces and virtual classroom environments are used as articulated environments, in the context of pedagogical practices that favor the existence of a reflexive learning movement.

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