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Faculty adoption of critical thinking as a grading criterion in online discussions
PROCEEDINGS

, University of Alaska Anchorage, United States ; , University of Southern Indiana, United States

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 is highly emphasized on 21st Century Skills. Online discussions can be used effectively in promoting and encouraging critical thinking (Arend, 2009). However, based on Hsiao’s (2012) study, critical thinking is not highly promoted in online discussions. The purpose of this study is to promote critical thinking in online discussions in higher education. A total of 20 faculty members in higher education participated in this study. A survey was given to each participant after a research presentation of online discussion assessing rubrics. The presentation indicated that critical thinking was not on the top 8 grading criteria and a discussion of the importance of critical thinking was conducted after the presentation. The results of the survey show that 94% of participants select critical thinking as the top rubric criterion. This study shows critical thinking can be promoted in online discussions through adding it as a grading criterion as long as faculty members recognize its importance.

Citation

Hsiao, W.Y. & Chen, M. (2012). Faculty adoption of critical thinking as a grading criterion in online discussions. 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. 1049-1053). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved April 8, 2020 from .

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