Encouraging Critical Thinking in Online Threaded Discussions
ARTICLE
Bridget Arend
Journal of Educators Online Volume 6, Number 1, ISSN 1547-500X Publisher: Journal of Educators Online
Abstract
Critical thinking is a highly desirable goal of online higher education courses. This article presents qualitative data from a mixed-method study that explores how asynchronous discussions within online courses influence critical thinking among students. In this study, online discussions were related to higher levels of critical thinking, but qualitative data indicate that the way discussions are used and facilitated is vital for encouraging critical thinking. Online discussions typically have the purpose of creating a space and time for informal, open-ended thinking to occur. Critical thinking appears to be best encouraged among students when a more consistent emphasis is placed on the discussions, and when instructor facilitation is less frequent but more purposeful. (Contains 2 tables.)
Citation
Arend, B. (2009). Encouraging Critical Thinking in Online Threaded Discussions. Journal of Educators Online, 6(1),. Retrieved March 28, 2024 from https://www.learntechlib.org/p/54615/.
© 2009 Journal of Educators Online
Keywords
- College Faculty
- College Instruction
- College Students
- Community Colleges
- computer mediated communication
- content analysis
- Critical Thinking
- Discussion Groups
- distance education
- educational technology
- electronic learning
- grounded theory
- Instructional Effectiveness
- internet
- Interviews
- online courses
- student attitudes
- student evaluation
- Student Surveys
- teacher attitudes
- Teacher Role
- Teacher Surveys
- Technical Support
- Video Technology
- Web Based Instruction
Cited By
View References & Citations Map-
Intentional Use of Technology to Achieve Critical Thinking as a Learning Outcome
Ruth Swart, University of Calgary, Canada
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1742–1754
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Getting Them Excited: Designing an online course based on the ARCS Model to encourage attention, relevance, confidence and student satisfaction in a general educational humanities class.
Ingrid Steiner, Gnomon School of Visual Effects, United States
EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 1289–1293
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Critical Thinking in Online Discussion Forums: A Case Study
Suguna Chundur, University of Cincinnati Clermont College, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 409–415
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Exploration of Frameworks for Evaluation of Online Discussions and Methodological Considerations
Alexandru Spatariu, Georgetown College, KY, United States; Denise Winsor, University of Memphis, United States; Bobby Hoffman, University of Central Florida, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 2106–2116
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