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A Stepladder Towards Critical Thinking:Student Assessment and Instructional Redesign
PROCEEDINGS

, Notre Dame University, Lebanon

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Critical thinking creates the teaching/learning differential shaping innovative proactive classrooms in cutting-edge universities. Students’ perception of critical learning taking place inside their immediate learning context is significant material because the course activities in the classroom themselves may direct student motivation and classroom performance. As such, restructuring may be in order based on constructivist feedback application. As a practitioner-researcher, I hold that contemporary redesign is one that hinges on critical thinking in the instructional design of E Learning. The effectiveness of the instructional design is contingent, among other variables, on students’ active participation in the critical thinking learning activities and their assessment. This case study is based on preliminary research in this area. The data was gathered from students attending business courses. Limitations were noted. Recommendations were drawn from the results.

Citation

Akhras, C. (2012). A Stepladder Towards Critical Thinking:Student Assessment and Instructional Redesign. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 862-869). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved April 6, 2020 from .

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