Developing Critical Thinking Skills in Virtual Collaborative Learning Programs PROCEEDINGS
Richard Schreck, Stone Shiflet, Leslie Olsen, James Meredith, Capella University, United States ; Nancy Van Erp, Saint Mary's University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This presentation considers recent research related to the process of developing critical thinking within asynchronous collaborative learning environments. The Community of Inquiry framework was used to ground an examination of possible pedagogical constraints. Six categories of pedagogical constraints were identified: students’ motivations, time allotted to discussion topics, online discussions as they relate to other course elements, critical thinking and areas of study, formation of collaborative communities, and the nature of guidance on what faculty members should do. These constraints suggested nine possible implications for the development of critical thinking in virtual collaborative learning.
Schreck, R., Shiflet, S., Olsen, L., Meredith, J. & Van Erp, N. (2010). Developing Critical Thinking Skills in Virtual Collaborative Learning Programs. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 337-342). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 19, 2017 from https://www.learntechlib.org/p/35566/.
© 2010 AACE
- 2010 09 08 Presentation Final Version.pptx (Access with Subscription)