scholarly journals Cognitive Effects of Technology Over Four Years of College

10.28945/3506 ◽  
2016 ◽  
Vol 1 ◽  
pp. 181-196
Author(s):  
Chad N. Loes ◽  
Kem Saichaie
Keyword(s):  
Cognitive Development ◽  
Cognitive Skills ◽  
Student Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
National Study ◽  
Discussion Boards ◽  
Cognitive Effects ◽  
Electronic Medium ◽  
Positive Attitudes

Technology permeates higher education, yet less is known about the use of established technologies, such as email and other electronic communication mediums (e.g., discussion boards, listservs) for instructional purposes on important student outcomes such as cognitive development. In this study, we use data from the Wabash National Study to estimate the effects of email and other electronic medium use for academic purposes on three measures of cognitive development over four years of college. To investigate this, we regress each measure of cognitive development on email and electronic medium use, while simultaneously controlling for a wide array of potential confounding influences. Net of these influences, we find that email and electronic medium use are positively associated with gains in students’ Need for Cognition. These same technologies fail to have more than a chance influence on students’ critical thinking skills, however. Lastly, email use is associated with gains in the Positive Attitudes Toward Literacy measure for Whites and females, whereas electronic medium use leads to gains in the same outcome for racial and ethnic minorities. While institutions consider newer technologies for instructional purposes, our findings suggest established technologies can play a powerful role in the development of students’ cognitive skills.

scholarly journals Enhancing Learning Through Reflection– A Case Study of SEEU

SEEU Review ◽  
2017 ◽  
Vol 12 (1) ◽  
pp. 53-68 ◽  
Author(s):  
Brikena Xhaferi ◽  
Gezim Xhaferi
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Thinking Skills ◽  
Careful Consideration ◽  
Critical Thinking Skills ◽  
Good Tool ◽  
Self Reflection ◽  
Positive Attitudes ◽  
Study Results ◽  
The Impact

Abstract Learning through reflection is one of the most interesting experiences that students might have. It is considered a very good tool for self-assessing learning. It is believed that “teachers who promote reflective classrooms ensure that students are fully engaged in the process of making meaning” (Costa and Kallick, 2008, para.5). Dewey (1991) was among the first researchers who based his work and research on the positive roles that reflection plays in fostering self-reflection and critical thinking. He has defined it as an active, persistent and careful consideration of any belief. Reflections give students opportunities to think and reflect about their learning and note down the obstacles they might face during this process. The present study aims to investigate the impact of journal writing in promoting critical-thinking skills, and its impact on enhancing learning. The study uses two instruments, a student refection journal and an interview. Also, Marzano’s New Taxonomy of Educational Objectives developed in 2000 was used in the third phase of the study. This Taxonomy contains Three Systems: the Self-system, the Metacognitive system and the Cognitive system. The overall study results show that reflection journals help students to become more independent learners, reflect on their learning experiences and identify the most useful learning strategies. Most importantly, all study participants hold positive attitudes towards reflection and they consider it as a valuable tool which can increase learning.

scholarly journals The Implementation of Collaborative Learning via Virtual Communities in Moroccan Higher Education

2019 ◽  
Vol 1 (2) ◽  
pp. 60-73
Author(s):  
ABDELOUAHED LAACHIR
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Foreign Language ◽  
Virtual Communities ◽  
Data Gathering ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Problem Solving Skills ◽  
Positive Attitudes ◽  
Teaching Learning

This paper focuses on the implementation of using collaborative learning via virtual communities in EFL (English as a Foreign Language) with a vision to identify three things: students’ perception, their active participation in virtual learning groups, students’ satisfaction with this new strategy of learning, and the relationship between gender and the latter. To answer these questions, the present research adopts a quantitative method using a questionnaire for data gathering and the use of IBM SPSS for data analysis. The findings of the present study demonstrate that students hold positive attitudes towards online collaborative learning, students are active participants in the online learning process; students are satisfied and able to develop many skills like, problem solving skills, communication skills, and critical thinking skills. Last but not least, the findings also show that gender does not affect the effectiveness of using collaborative learning in virtual communities. Thus, the implementation of this up-dated strategy of learning is useful and needed to fulfill the missing gaps in the traditional ways of teaching/learning English as a foreign language in the Moroccan higher education.

Accumulation of Content Validation Evidence for the Critical Thinking Self-Assessment Scale

2017 ◽  
Vol 25 (1) ◽  
pp. 156-170 ◽  
Author(s):  
Girija Gopinathan Nair ◽  
Laurie-Ann M. Hellsten ◽  
Lynnette Leeseberg Stamler
Keyword(s):  
Critical Thinking ◽  
Content Validity ◽  
Cognitive Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Assessment Instrument ◽  
Assessment Scale ◽  
Monitoring Methods ◽  
Self Assessment ◽  
Content Relevance

Background/Purpose: Critical thinking skills (CTS) are essential for nurses; assessing students’ acquisition of these skills is a mandate of nursing curricula. This study aimed to develop a self-assessment instrument of critical thinking skills (Critical Thinking Self-Assessment Scale [CTSAS]) for students’ self-monitoring. Methods: An initial pool of 196 items across 6 core cognitive skills and 16 subskills were generated using the American Philosophical Association definition of CTS. Experts’ content review of the items and their ratings provided evidence of content relevance using the item-level content validity index (I-CVI) and Aiken’s content validity coefficient (VIk). Results: 115 items were retained (range of I-CVI values = .70 to .94 and range of VIkvalues = .69–.95; significant atp< .05). Conclusion: The CTSAS is the first CTS instrument designed specifically for self-assessment purposes.

scholarly journals Effect of Instructions in Course Book Tasks on Promoting Higher-Order Thinking Skills

2021 ◽  
Vol 14 (12) ◽  
pp. 218
Author(s):  
Hanoof Khalid Alshaiji ◽  
Shaima Jamal Al-Saeed
Keyword(s):  
Critical Thinking ◽  
Cognitive Skills ◽  
English Language ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
English Language Teaching ◽  
Educational Systems ◽  
Higher Order Thinking Skills

As stakeholders of educational systems, teachers are urged to participate in social change through the implementation of critical thinking skills into the educational setting. English language teaching has primarily focused on critical thinking, particularly in the recent years. Therefore, teachers are required to examine their teaching materials to ensure that they meet the needs of the 21st century. This study investigates the extent of implemented higher-order thinking skills using revised Bloom&rsquo;s taxonomy. It examines tasks in course books used at the College of Technological Studies at the Public Authority of Applied Education and Training in Kuwait. The course books examined are Tech Talk at the elementary, pre-intermediate, and intermediate levels. The findings of this study prove that most of the tasks in the sample chosen encourage students&rsquo; lower cognitive skills. Therefore, syllabus and material designers and teachers should include tasks that foster higher-order cognitive skills. The results are expected to serve as reference for direct language teachers when planning lessons in their course book adaptation and with curriculum development. &nbsp;

scholarly journals Redesigning a course to help students achieve higher-order cognitive thinking skills: from goals and mechanics to student outcomes

2017 ◽  
Vol 41 (2) ◽  
pp. 194-202 ◽  
Author(s):  
Janet Casagrand ◽  
Katharine Semsar
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Cognitive Skills ◽  
Student Outcomes ◽  
Thinking Skills ◽  
Skill Levels ◽  
Student Centered ◽  
Traditional Lecture ◽  
Course Materials ◽  
Learning Assessments

Here we describe a 4-yr course reform and its outcomes. The upper-division neurophysiology course gradually transformed from a traditional lecture in 2004 to a more student-centered course in 2008, through the addition of evidence-based active learning practices, such as deliberate problem-solving practice on homework and peer learning structures, both inside and outside of class. Due to the incremental nature of the reforms and absence of pre-reform learning assessments, we needed a way to retrospectively assess the effectiveness of our efforts. To do this, we first looked at performance on 12 conserved exam questions. Students performed significantly higher post-reform on questions requiring lower-level cognitive skills and those requiring higher-level cognitive skills. Furthermore, student performance on conserved questions was higher post-reform in both the top and bottom quartiles of students, although lower-quartile student performance did not improve until after the first exam. To examine student learning more broadly, we also used Bloom’s taxonomy to quantify a significant increase in the Bloom’s level of exams, with students performing equally well post-reform on exams that had over twice as many questions at higher cognitive skill levels. Finally, we believe that four factors provided critical contributions to the success of the course reform, including: transformation efforts across multiple course components, alignment between formative and evaluative course materials, student buy-in to course instruction, and instructional support. This reform demonstrates both the effectiveness of incorporating student-centered, active learning into our course, and the utility of using Bloom’s level as a metric to assess course reform.

Teaching clinical biomechanics in the context of uncertainty

1999 ◽  
Vol 89 (10) ◽  
pp. 525-530 ◽  
Author(s):  
CB Payne ◽  
AR Bird
Keyword(s):  
Critical Thinking ◽  
Clinical Practice ◽  
Cognitive Development ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Philosophy ◽  
Clinical Decisions

Uncertainty in the theories that provide the underpinnings of the clinical practice of podiatric biomechanics creates a dilemma: How should educators prepare students to make clinical decisions in the context of this uncertainty? Students need to be exposed to all approaches and be given the tools to make their own clinical decisions. Critical thinking involves the ability to weigh evidence, examine arguments, and construct rational bases for decisions and beliefs. Perry's model of cognitive development provides educators with one model for fostering critical thinking skills in students to guide them through the uncertainty in clinical biomechanics. This article presents the teaching philosophy that is used to teach undergraduate clinical biomechanics in the Department of Podiatry at La Trobe University, Australia.

scholarly journals Pedagogical Tools to Enhance the Cognitive Skills of (Humanitarian) Design Engineers: The Rationale

2017 ◽  
Vol 12 (1) ◽  
pp. 74-89
Author(s):  
Thomas H. Colledge
Keyword(s):  
Cognitive Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Metacognitive Skills ◽  
Engaged Scholarship ◽  
Adaptive Expertise ◽  
Pedagogical Tools ◽  
Problem Solving Skills ◽  
Science Courses ◽  
Design Engineers

This is the first of a series of papers which seek to elaborate upon the cognitive and metacognitive skills which industry has identified as needed by engineers and the descriptions of the pedagogical tools to better prepare the prospective engineers for the careers that lie ahead of them.  The papers describe an alternative way of conceptualizing the engineering curriculum by shifting the focus from learning engineering as a body of disparate knowledge consisting of science courses, engineering science courses, and analysis courses to understanding engineering as a way of thinking – promoting deeper conceptual understanding of core fundamental ideas and preparing students to be lifelong learners.  Focus is placed on the pedagogy for enhancing the cognitive aspects of thinking including adaptive expertise, self-regulated learning, problem-solving skills, critical thinking skills, metacognition and workplace thinking –incorporating engaged scholarship at its core.

scholarly journals Critical thinking in nursing students from two Brazilian regions

2020 ◽  
Vol 73 (1) ◽  
Author(s):  
Diana Paula de Souza Rego Pinto Carvalho ◽  
Allyne Fortes Vitor ◽  
Ana Luísa Petersen Cogo ◽  
Greicy Kelly Gouveia Dias Bittencourt ◽  
Viviane Euzébia Pereira Santos ◽  
...  
Keyword(s):  
Experimental Study ◽  
Critical Thinking ◽  
Nursing Students ◽  
Cognitive Skills ◽  
Concept Maps ◽  
Teaching Strategy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Before And After ◽  
The Creation

ABSTRACT Objective: To analyze the overall critical thinking and the development of each of the cognitive skills or attributes that compose it in students of the undergraduate program in nursing through the creation of concept maps in two Brazilian teaching institutions. Method: Before-and-after experimental study, randomized, performed in two universities of two Brazilian regions, with a sample of 21 subjects at the A school and 56 at the B school. Data were collected through sociodemographic questionnaire and the California Critical Thinking Skills Test. Intervention consisted in the creation of four concept maps. Results: Scores measured for overall critical thinking do not differed between the groups of both schools; however, positive aspects among them were found for skills of evaluation, induction, and inference. Conclusion: We perceived validity as a facilitating teaching strategy of the use of concept maps in several aspects.

scholarly journals The Value of Critical Thinking in Higher Education and the Labour Market: The Voice of Stakeholders

2021 ◽  
Vol 10 (8) ◽  
pp. 286
Author(s):  
Valdonė Indrašienė ◽  
Violeta Jegelevičienė ◽  
Odeta Merfeldaitė ◽  
Daiva Penkauskienė ◽  
Jolanta Pivorienė ◽  
...  
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Labour Market ◽  
Cognitive Skills ◽  
Quantitative Research ◽  
Educational Practice ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Stakeholder Groups ◽  
The Individual

Critical thinking has been more than just a part of academic rhetoric and educational practice for some time now. In the rapidly changing world of information flow, critical thinking is often identified as the goal of higher education, and in the modern labour market, the importance of critical thinking to an organisation’s success is emphasised. Critical thinking is recognised as one of the tools for the formation and development of human and social capital. Nevertheless, there is a lack of evidence about the manifestation in the labour market of the critical thinking developed at institutions of higher education. This article seeks to reveal the attitude toward the importance of critical thinking in the modern labour market and toward the responsibility for developing it from the perspective of different stakeholder groups (lecturers, students, employers and employees) (the case of Lithuania). Quantitative research methodology was chosen, using a questionnaire for data collection. It was found that in both higher education and the labour market, critical thinking is treated as a developed and dynamic competence that encompasses both cognitive skills and dispositions. All of the stakeholder groups consider inference and argumentation to be the most important critical thinking skills in the modern labour market. Critical thinking dispositions such as self-confidence and fairness are the most valued. All of the stakeholder groups delegate responsibility for the development of critical thinking to the individual. In evaluating critical thinking, no divide was established between the higher education and labour market segments. The most differences in attitudes emerged in evaluating the assumption of responsibility for the development of critical thinking.

scholarly journals Development of High School Biology Students Worksheets Based on Critical Thinking Skills on the Concept of the Digestive System

2020 ◽  
Vol 2 (1) ◽  
pp. 36
Author(s):  
Rindi Antika ◽  
Muhammad Zaini ◽  
Muhammad Arsyad
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Small Group ◽  
Cognitive Skills ◽  
Interpersonal Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Group Test ◽  
School Year ◽  
Intrapersonal Skills

One of the problems of life that are happening right now is the problem in education. Three skills need to be improved including 1) the field of cognitive skills, 2) interpersonal skills, and 3) intrapersonal skills. The purpose of this study is to improve the Student Worksheet (LKPD) so that it has effective criteria. The use of LKPD in the learning process is expected to improve students' critical thinking skills. The research method used is the Tessmer design using a small group test. Critical thinking skills refer to Facione 1990 while the structure of LKPD development refers to Daryanto & Dwicahyono. The small group test subjects were six high school class XI students. This research is development research using Tessmer design. The study was conducted for one semester, namely in the 2019-2020 school year. The results showed that the effectiveness of LKPD based on the assessment of students' critical thinking skills in working on LKPD had a category of at least good, interpersonal skills had a very good category, and intrapersonal skills had a very good category.

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