Amalgamating Critical Thinking and Online Communication (original) (raw)
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Using Discussions to Promote Critical Thinking in an Online Environment
This paper examines how the discussion tool is used to promote critical thinking in an online environment at Marshall University. The significance of critical thinking in higher education has been brought to attention at both national and local levels. The paper studies the use of discussions as an approach to promote critical thinking in a number of English as a Second Language (ESL) courses offered by Marshall University's Graduate School of Education and Professional Development (GSEPD) program. At the end of the semester, a qualitative survey was developed to identify the effectiveness of such discussions, and the opportunities for improvement. The survey was sent to all students in these three classes. These students were all full time teachers in Elementary and Secondary schools in West Virginia. Out of 21 students, 15 of them have responded to the three questions asked in the survey. Almost all the respondents have found discussion helpful in enhancing learning and critical thinking. Most students support the involvement of an online instructor in the online discussion, and faculty members involved in these discussions function as helpers in the development of critical thinking skills.
Using Discussions to Promote Critical Thinking in Online Environment
开放教育研究, 2007
This paper examines how the discussion tool is used to promote critical thinking in an online environment at Marshall University. The significance of critical thinking in higher education has been brought to attention at both national and local levels. The paper studies the use of discussions as an approach to promote critical thinking in a number of English as a Second Language (ESL) courses offered by Marshall University's Graduate School of Education and Professional Development (GSEPD) program. At the end of the semester, a qualitative survey was developed to identify the effectiveness of such discussions, and the opportunities for improvement. The survey was sent to all students in these three classes. These students were all full time teachers in Elementary and Secondary schools in West Virginia. Out of 21 students, 15 of them have responded to the three questions asked in the survey. Almost all the respondents have found discussion helpful in enhancing learning and critical thinking. Most students support the involvement of an online instructor in the online discussion, and faculty members involved in these discussions function as helpers in the development of critical thinking skills.
Developing Critical Thinking Skills through Writing in an Internet-based Environment
2014
This research study was aimed to investigate the effectiveness of a writing program on improving Salman bin Abdulaziz University students’ critical thinking skills after participating in a seven-week task-treatment using an Internet-based writing program (IBWP) developed by the researcher. The subjects were 98 male students enrolled in a writing course during the first semester of the academic year 2013/2014. The effectiveness of the program was measured by a holistic critical thinking scoring rubric developed by Facione and Facione (1994). The subjects were randomly assigned into two groups: an experimental was taught writing via the Internet-based writing program IBW, and a control group was taught through the ordinary method. The findings of the study revealed that EFL students in the experimental group who used the IBWP showed greater improvement in their critical thinking skills than did the EFL students in the control group who used the ordinary method.
Students’ Critical Thinking And Writing Ability Reflected On Online Discussion Forum
Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018), 2019
The utilization of gadgets can influence student's participation on teaching and learning process. To that aim, online discussion forum is often used allowing students to engage in critical contestation of ideas. Theoritically, criticism is the process of responding to and evaluating ideas, argument, and style of others. In light of learning process especially in the tertiary level, Dasbender (2011:38) asserts that students often come across critical thinking and analysis as requirements for assignments in writing and upper-level courses. In this study, graduate students' comments on their discussion are analyzed. The analysis stems from the fact that such comments imply students' ability to think critically on the aspects of inference, deduction, recognition of assumption, interpretation, and evaluation of arguments. The comments show how well students can argumentatively write their ideas based on the aspects of clarity, logicality, flexibility and relevancy. The data are collected from online discussion forum of Advanced Sociolinguistics subject in UNP. From the analysis, it is known that students have been able to give their interpretation related to the topic being discussed. The students still need to enhance their reading in order to be able to share ideas in case of deduction and inference because these two terms require students deep understanding on certain topic based on credible theories. Besides, student's comments have reflected four indicators of argumentative writing overal.
Online discussion: Enhancing students’ critical thinking skills
Online discussion has become one of the important strategies for the teacher to teach the students to think critically when conveying their ideas and become more proactive and creative. In this paper, padlet online discussion communication was conducted to examine its effectiveness in enhancing critical thinking. In this study, there are two types of critical thinking: macro and micro critical thinking. A total of 70 Universiti Utara Malaysia Management Foundation Programme students involved in this experimental research design. The students in treatment class are divided to few groups. Every group uses padlet online discussion to discuss the topic given. All the group members discuss and write their ideas in padlet. Ideas that are posted in padlet will be displayed in front of the class so that the entire group in the treatment class could see the given ideas. Paul's (1993) model was used to analyze student's macro and micro critical thinking in padlet online discussion and communication. The finding shows that students who used padlet online discussion backchannel communication have greater macro and micro critical thinking level than students who do not use online discussion.
LEARNING THROUGH WRITING: INFUSING CRITICAL THINKING INTO STUDENTS' WRITING
This action research sought to investigate the critical thinking (CT) skills of thirty (30) Grade 11 Humanities and Social Sciences (HUMSS) students in Old Poblacion National High School through their performance in writing academic papers. An “infusion approach” was employed to facilitate students’ critical thinking anchored on Paul and Elder’s (2001) CT model in an L2 writing context. In this study, students were asked to write a position paper (Essay 1) before the treatment was introduced. Another essay (Essay 2) was written during the study and another one (Essay 3) was taken as the post-test essay. For essays 2 and 3, infusion approach was applied. Students followed the four-step process in writing: brainstorming, drafting, peer review, and revision. The explicit inclusion of critical thinking in the teaching instruction occurred only in brainstorming and peer review using a CT-oriented brainstorming worksheet and CT-oriented peer review checklist respectively. After a four-week study, students’ pretest and post-test CT writing scores were assessed by three inter-raters using the “criteria for assessing critical thinking in L2 writing.” Hence, one-group pretest-posttest only design was utilized in the study. Findings revealed that students’ critical thinking before the employment of infusion approach was “very poor” and it had progressed to “poor” after following the infusion approach. In addition, the result in paired samples t-test showed a significant difference between the pretest and post-test CT means scores, suggesting an improvement in the CT and L2 writing scores. Despite the improvement, students’ critical thinking emerging from L2 writing remained at poor level. This suggests that students’ facility of the English language and the application of critical thinking need further strengthening to, at least, attain the average level.
Towards a Critical Thinking Classroom
Towards a Critical Thinking Classroom, 2014
The major objective of the present study is to investigate the effectiveness of using Richard Paul's-Elements and Standards of Reasoning (E&Ss)‖ on improving the Critical Thinking skills as well as writing skills of EFL Saudi students. Students were identified as high, mid and lowlevel students. The progress of each group was measured through a progressive series of rubric assessments of their writing, examining five key areas important in rhetorical composition: clarity of writing, analysis of author's argument, use of supporting information, organization, and grammar and syntax. Through the introduction of this focused Critical Thinking training, student composition improved in all of the five key areas, among all the groups.
Integrating Reading and Writing Instruction for Cultivating Students' Critical Thinking
2019
This study aimed to cultivate students’ knowledge and skills imperative for the development of critical thinking. This research employed qualitative method to explore students’ critical thinking through an integrated instruction of reading and writing tomeasure the extent to which the students understood and afford to learn English in reading and writing skills. In this research, researchers collected the data based on three factors, namely treatment, person, and outcome factor. Treatment factor is a technique of collecting data by observing students through the process of reading and writing instruction in classroom. Person factor, on the other hand, is a technique of collecting data by observing students observed directly by the other researchers in the process of English learning in classroom.Last, outcome factor is a technique of collecting data by using an open-ended question in a questionnaire based on students’ achievement in learning English. The data were analyzed and...
Improving Critical Thinking and Critical Writing Through Negotiation & Reflection- TutorsIndia
It is necessary for students to develop their critical thinking, and critical writing skills as these abilities help them to solve their real-world problems. But achieving the goal of developing such skills is very challenging. This paper deals with identifying the learning modes of the students that assist the students to discuss and also to develop their critical thinking and writing skills. The present article helps the USA, the UK, Europe and the Australian students pursuing their master’s degree to identify the dissertation writing, which is usually considered to be challenging. Tutors India offers UK dissertation in various Domains. When you Order any reflective report at Tutors India, we promise you the following Plagiarism free Always on Time, Outstanding customer support, Written to Standard, Unlimited Revisions support, High-quality Subject Matter Experts. Contact: Website: www.tutorsindia.com Email: info@tutorsindia.com United Kingdom: +44-1143520021 India: +91-4448137070 Whatsapp Number: +91-8754446690 Read more: https://bit.ly/2XGNrPB
2018
This study was intended to investigate the effectiveness of teaching critical thinking on students’ writing performance and their critical thinking dispositions. To this end, 140 students were selected. 73 students were assigned to the experimental group and 67 were assigned to the control group. The experimental group received instruction in critical thinking strategies whereas the control group did not. The instruments used in this study were the researcher-developed essay test, the Ennis-Weir critical thinking essay test, and the California Critical Thinking Dispositions Inventory (CCTDI). A 2-group pretest/posttest quasi-experimental design was utilized to determine the outcome measures. Data were analyzed using descriptive statistics and independent-samples ttest. Statistically significant differences were observed in the experimental and the control groups in the total scores of the three instruments. The results indicated an improvement in students’ writing performance and th...