Smart E-Classrooms, Traditional Classrooms and Critical Thinking
Jennifer Thomas, Pace University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montreal, Canada ISBN 978-1-880094-46-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
This paper presents the results of a study conducted to examine the impact on critical thinking of a traditional classroom versus a "smart e-classroom". Preliminary results compiled from data collected via the California Critical Thinking Skills Test instrument (Facione, 1998) indicate a moderate increase over a fourteen-week semester for graduate students. In addition, student perception results indicate that those in the smart e-classroom perceived more support for problem solving, critical thinking, and creative idea generation in the execution of their course activities, and by the textbook, than those in the traditional classroom. Strangely, they perceived conducting research to be better supported in the traditional classroom than in the smart e-classroom. There was no difference in the grades achieved. Student satisfaction surveys indicate students sustained or increased in satisfaction with the technology and its use in the classroom.
Thomas, J. (2002). Smart E-Classrooms, Traditional Classrooms and Critical Thinking. In M. Driscoll & T. Reeves (Eds.), Proceedings of E-Learn 2002--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2288-2291). Montreal, Canada: Association for the Advancement of Computing in Education (AACE).
© 2002 Association for the Advancement of Computing in Education (AACE)
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Khe Foon Hew, Wing Sum Cheung & Siti Nurbaya Jumain, National Institute of Education, Singapore
Global Learn 2010 (May 17, 2010) pp. 4210–4215
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