Virtual-based training and critical thinking in higher-level education (original) (raw)
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Considerations on the development of critical thinking in learning virtual environment
One of the specific skills necessary to face complex global challenges, as recent studies indicate, is critical thinking. For this reason, there is a motivation to develop this skill in network learning program projects. However, there are limitations to its development since the design of online courses has several characteristics inherited from traditional education. This phenomenon is repeated in the Virtual Learning Environment of Redu, an experience developed in the Federal University of Pernambuco institutional setting. This study aimed to identify and evaluate aspects of Redu's functionalities to propose developing educational strategies that promote critical thinking. Through the triangulation method, data of diverse nature were analyzed to verify how asynchronous interactions between teachers and students eventually supported the structuring of situations to promote the development of critical thinking and identify the platform's limitations to support the progress of this skill. The results emphasized that there is a divorce between the concept of Virtual Learning Environments and the methodologies used by teachers to encourage the development of critical thinking that leads to the neglect of several of the characteristics of the students. Finally, the attributes of Redu are listed that, from our point of view, will allow the environment to become a support with the possibility of amplifying the technology to develop critical thinking. CCS CONCEPTS • Applied computing → Education; Collaborative Learning.
Strategies to Encourage Critical Thinking in a Virtual Course for Online Tutors
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Critical thinking is now thought to be a skill needed to effectively solve most of the everyday problems that people face, to maintain and to get a job, and even though to sustain the economy of a country. In this project, it was analyzed if the module number two form four called "didactic strategies to foment the critical thinking in the virtual education" which belong to the course "didactic strategies for the virtual tutoring", promotes critical thinking. The course was carried out in a virtual way through the Moodle platform. The participants were ten virtual teachers, with one year of experience as virtual tutor. The course's tutor (teacher) generated reflection and discussion through questions of different types such as Socratic ones, ordinary and inquiry, encouraged individuals to ask questions or, to solve problematics in groups, encouraged them to read and discuss with the other participants. The tutor was the student's guide in the analysis to be carried out, as well as in the organizational field (to set delivery dates, dynamics to be done) and as the support for group conclusions. The instructional models used in this module were dialogic thinking (
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Students in society 5.0 era education are directed to have adaptive and reactive response patterns to change through effective synergy as domain systems inaccessibility to technology in developing their skills actively and independently through critical thinking skills. Critical thinking skills as a cognitive domain in identifying, analyzing, and thinking of practical and creative ways to solve problems are needed to develop in the era of global society 5.0. Therefore, teachers are required to design learning processes that can accommodate student competencies in the era of society 5.0, one of which is the implementation of the innovative Interactive Blended Problem-Based Learning (IBPBL) learning model. This study aims to determine the effect of Interactive Blended Problem-Based Learning (IBPBL) assisted by Virtual Classroom on students' critical thinking skills. This type of research is a quasi-experimental study using a posttest-only control group design. The sample in this s...
Development of Website-based Virtual Science Learning to Train Students' Critical Thinking Skills
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The main concept in education in the 21st century revolution 4.0 is a process or learning with the support of information technology. The 2013 curriculum is designed to develop the 21st century skills of students. One of them is critical thinking skills. Based on government policies issued by the Ministry of Education and Culture (Kemendikbud) Directorate of Higher Education No. 1 of 2020 which states that the learning process is carried out boldly (online). This is because to respond to the COVID-19 pandemic that has occurred throughout the world, none other than Indonesia. The LMS referred to in the research is the development of a website-based Virtual Science Learning or “VISEL” to train critical thinking skills. This study aims to develop an e-learning system called VISEL (Virtual Science Learning) based on a website that can be used to train students' critical thinking skills. The development procedure is carried out with reference to the development of a 4D model. The res...
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The advancement of digital technology has evoked a new teaching paradigm and the incorporation of such technology into models of teaching has been highly appreciated in order to achieve certain learning goals such as students’ critical thinking. This study investigates and examines the difference in critical thinking skills of students taught through the flipped classroom, pure online and direct instruction models. The method of the study is quasi-experiment implemented to students of English majors of Halu Oleo University. A total of 96 students participated as samples sitting in three different classes. Each class was attended by an equal number of 32 samples. Data were collected by giving samples a critical thinking skills test after the model implementation. The data were analyzed by means of two-way analysis of variance. Results of the study show that there is a significant difference of students’ critical thinking skills after the implementation of the three models of teac...
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Problem-based learning (PBL) is a learning model that requires the active participation of each individual, who in the learning process all help to determine the subject matter. The PBL model can foster students’ critical thinking skills through solving various real-world problems found in the environment where they live. This research aimed to improve students’ critical thinking skills through PBL-based online learning. Quantitative experimental methods were used. A one group pretest-posttest design was employed: a preliminary test (pretest) was carried out, followed by the treatment, and finally the final test (posttest). There were two experimental groups: A and B. The results showed that students’ critical thinking skills increased in both group A and group B and this change was significant, as measured through a t-test (p < 0.05 in both groups). Keywords: distance learning; problem-based learning; critical thinking skills; sociology of education.
Assessing the Effectiveness of Critical Thinking Instruction
The Journal of General Education, 2001
The purpose of the pre-test and post-test on critical thinking skills was to examine the objective change in the assessment of students' skills by learning formal logic course. A sample of 214 students is selected from all the three departments Engineering, Information Technology and Business department from Nizwa College of Technology, Sultanate of Oman. Watson Glacier critical thinking model was adopted and a structured questionnaire was used for data collection. The analysis revealed that there is no significant relationship between critical thinking variables and formal logic course. The mean value of critical skills has shown an increase: the mean of inference skills and argument skills have increased for Business students; Assumptions skills have increased for IT students; deduction skills have increased for IT and Engineering students; interpretations skills have increased for Business and Engineering students. The study could not prove that the critical thinking skills have increased due to formal logic course and proved the course as ineffective. The study provides suggestions to improve the critical thinking skills of the students.
Proceedings of the Proceedings of the First International Conference on Science, Technology and Multicultural Education, ICOCIT-MUDA, July 25th-26th, 2019, Sorong, Indonesia, 2020
Critical thinking is the art of analyzing and evaluating thinking and issues with a view to making improvements and increasing understanding The aim of this research is to find out how effective the use of E-learning and Collaborative Learning is to improve Critical Thinking on Basic Computer and Network subjects. The method used is Resaerch and Development (R & D). Media validation is categorized as very feasible with an average of 82%. Material validation is categorized as very feasible with an average of 100%. Linearity test concluded that there is a significant linear relationship between each independent variable (Use of E-front and Collaborative Learning) with Improved Critical Thinking. As a result there is a significant correlation between Collaborative Learning towards improvement, or Communicatio Skill. Effective Contribution (SE) The use of Efronts is 1% Collaborative Learning is 16.9% and Relative Contribution (SR) is 6% Collaborative Learning is 94%.