Critical Thinking in Discussion

2010 ◽  
pp. 249-262 ◽  
Author(s):  
Leonard Shedletsky
Keyword(s):  
Experimental Study ◽  
Critical Thinking ◽  
Online Discussion ◽  
Instructional Methods ◽  
Instructional Media ◽  
Group Consensus ◽  
Review Of The Literature ◽  
Face To Face ◽  
Selective Review

This chapter explores the question: does online discussion produce critical thinking? It presents a selective review of the literature concerned with critical thinking and/or interaction during online discussion. It presents an experimental study of the effects of instructional media and instructional methods on critical thinking. The study 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. The purpose for reviewing the literature and carrying out the study is to increase awareness of variables that may influence the quality of discussion.

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.

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

scholarly journals The Development of Animation Video Based on Scientific literacy as Instructional Media Science for Upper Grade Primary Schools

2019 ◽  
Vol 2 (1) ◽  
pp. 153
Author(s):  
Mey Prihandani Wulandari ◽  
Amalia Nurul Azizah ◽  
Hesti Nurlaeli
Keyword(s):  
Critical Thinking ◽  
Research And Development ◽  
Energy Saving ◽  
Scientific Literacy ◽  
Primary Schools ◽  
Creative Thinking ◽  
Instructional Media ◽  
Science Media

<p><em>The aims of this study are (1) Produce an animation video based on scientific literacy as instructional media science, (2) Knowing the quality of animation video based on scientific literacy as instructional media science.</em><em> </em><em>This</em><em> </em><em>study </em><em>was categorized as Research and Development (R&amp;D)</em><em>. The subjects in this study is some experts (media, languages, and material), teachers and grade IV students.The results of this study are (1) The animation video based on scientific literacy produced is instructional science media for grade IV students on the “Selalu Berhemat Energi”, (2) The quality of this media included in "Very Good" category and didn’t have difficulties when using it according to assessment of some experts (media, languages, and material), teachers and grade IV students. The implication is</em><em> an alternative to improve </em><em>scientific </em><em>literacy</em><em> through improving </em><em>critical thinking, creative thinking, and interest in reading sains and most importantly thing is the discourse "</em><em>Energy Saving"</em><em></em></p>

The influence of instructional methods on the quality of online discussion

2007 ◽  
Vol 38 (2) ◽  
pp. 260-271 ◽  
Author(s):  
Heather Kanuka ◽  
Liam Rourke ◽  
Elaine Laflamme
Keyword(s):  
Online Discussion ◽  
Instructional Methods

scholarly journals Effects of synchronized and asynchronized e-feedback interactions on academic writing, achievement motivation and critical thinking

2021 ◽  
pp. 290-315
Keyword(s):  
Critical Thinking ◽  
Comparative Study ◽  
Achievement Motivation ◽  
Academic Writing ◽  
Structured Interview ◽  
Writing Achievement ◽  
Face To Face ◽  
Significant Difference ◽  
Writing Task

We conducted a comparative study to evaluate the efficacy of synchronous and asynchronous interaction modes when providing feedback for improving academic writing, achievement motivation and critical thinking. The participants undertook an academic writing task, and were given feedback by a mentor using one of three interaction modes: asynchronous, synchronous e-feedback, and face to face. Data was collected from the participants via an assessment rubric applied to their writing after each stage of interaction, along with pretest and posttest questionnaires, and a semi-structured interview at the end. We found that synchronous feedback is more effective in increasing the quality of academic writing and achievement motivation, but for critical thinking we did not find any significant difference. We suggest that a strategy combining the advantages of each mode of interaction, considering the writers’ experience, may be the most effective way to promote academic writing, achievement motivation and critical thinking.

scholarly journals Evaluating quality in online asynchronous interactions between students and discussion facilitators

2012 ◽  
Vol 28 (4) ◽  
Author(s):  
Dip Nandi ◽  
Margaret Hamilton ◽  
Shanton Chang ◽  
Sandrine Balbo
Keyword(s):  
Online Discussion ◽  
Discussion Forum ◽  
Discussion Forums ◽  
Course Content ◽  
Face To Face ◽  
Online Discussion Forums ◽  
Online Discussion Forum ◽  
University Courses ◽  
Student Focus

<span>Online discussion forums have become an essential part of university courses, whether the course is conducted online, or face to face, or in mixed or blended mode. Discussion forums are considered to engage students better with the course content and encourage them to share and gain knowledge from each other. However, online engagement does not always happen automatically between students. Hence grading of discussion forum participation has been recommended to ensure quality student participation. Currently, a major focus has been put onto the better use of discussion forums, but the way in which the quality of participation can be evaluated has yet to be adequately investigated. Furthermore, evaluation of the instructor participation in a discussion forum and its impact on students and their contributions is lacking. In this paper, we report on our research into online discussion forum quality through analysis of discussion forum activities, along with student focus group meetings and instructor interviews. We have devised a set of criteria for evaluating discussion forum activities. Our results show that students depend highly on the instructor's feedback and the participation of the students can only be evaluated with reference to the moderation of the instructors.</span>

Psychological and Cognitive Aspects of Borderline Intellectual Functioning

2017 ◽  
Vol 22 (3) ◽  
pp. 159-166 ◽  
Author(s):  
Bastianina Contena ◽  
Stefano Taddei
Keyword(s):  
Quality Of Life ◽  
Systematic Review ◽  
Intellectual Functioning ◽  
Clinical Impact ◽  
Review Of The Literature ◽  
Borderline Intellectual Functioning ◽  
General Quality ◽  
Meta Analyses ◽  
Over Time

Abstract. Borderline Intellectual Functioning (BIF) refers to a global IQ ranging from 71 to 84, and it represents a condition of clinical attention for its association with other disorders and its influence on the outcomes of treatments and, in general, quality of life and adaptation. Furthermore, its definition has changed over time causing a relevant clinical impact. For this reason, a systematic review of the literature on this topic can promote an understanding of what has been studied, and can differentiate what is currently attributable to BIF from that which cannot be associated with this kind of intellectual functioning. Using Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) criteria, we have conducted a review of the literature about BIF. The results suggest that this condition is still associated with mental retardation, and only a few studies have focused specifically on this condition.

Early Childhood Predictors of Early School Success: A Selective Review of the Literature

2009 ◽  
Author(s):  
Susmita Pati ◽  
Kyleen Hashim ◽  
Brett Brown ◽  
Alex Fiks ◽  
Christopher B. Forrest
Keyword(s):  
Early Childhood ◽  
School Success ◽  
Review Of The Literature ◽  
Selective Review ◽  
Early School ◽  
Childhood Predictors

Educational STEM designing of virtual and real devices on the Arduino platform

2020 ◽  
pp. 17-27
Author(s):  
S. G. Grigoriev ◽  
M. V. Kurnosenko ◽  
A. M. Kostyuk
Keyword(s):  
Virtual Environments ◽  
Electronic Devices ◽  
Practical Training ◽  
Full Time ◽  
Stem Design ◽  
Face To Face ◽  
Interdisciplinary Knowledge ◽  
Virtual Modeling ◽  
Surface Mounting

The article discusses possible forms of educational STEM projects in the field of electronics and device control using Arduino controllers. As you know, the implementation of such STEM projects can be carried out not only using various electronic constructors, but also using virtual modeling environments. The knowledge obtained during modeling in virtual environments makes it possible to increase the efficiency of face-to-face practical training with a real constructor, and to improve the quality of students’ knowledge. The use of virtual modeling environments in combination with the use of real constructors provides links between distance and full-time learning. A real constructors can be used simultaneously by both the teacher and the student, jointly practicing the features of solving practical problems. The article provides examples of using a virtual environment for preliminary prototyping of circuits available in the documentation for electronic constructors, to familiarize students with the basics of designing and assembling electronic circuits using the surface mounting method and on a breadboard, as well as programming controllers on the Arduino platform that control electronic devices. This approach allows students to accelerate the assimilation of various interdisciplinary knowledge in the field of natural sciences using STEM design.

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