An information communication technology based approach for the acquisition of critical thinking skills

Pucer, Patrik; Trobec, Irena; Žvanut, Boštjan

doi:10.1016/j.nedt.2014.01.011

Cited by 36 publications

(27 citation statements)

References 26 publications

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“…It is worth noticing that unlike the significant enhancement in students' CTS with technology-supported intervention conducted in many subjects in other fields, for example, nursing (Pucer, Trobec, & Žvanut, 2014), business (Yang, 2015) and veterinary learning , the whole cohort of L2 learners in this study did not demonstrate salient improvement, except in the two previously examined subskills for the experimental group. This can be explained by the universal obstacles confronted by L2 learners, and also the peculiar Chinese language-learning approaches, where learners are more accustomed to the orderly memorization of the linguistic items to score high in exams.…”

Section: Discussioncontrasting

confidence: 66%

Enhancing L2 Learners’ Critical Thinking Skills Through a Connectivism-Based Intelligent Learning System

Chen¹,

Hu²

2018

IJEL

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The Rain Classroom, grounded in the theory of connectivism in the digital era, is a mobile-supported tool for blended learning. This tool renders synchronous and asynchronous teacher-student interactions through dual-channel teaching in and out of class. In the study, the Critical Thinking Skills Survey (CTSS) was adopted to measure the critical thinking skills (CTS) of 112 first-year undergraduates majoring in English in mainland China. A pretest-posttest non-equivalent two-group quasi-experimental design was applied to compare the CTS of those learners of English as a second language (L2) instructed under the Rain-Classroom-based intelligent learning system with those taught by the traditional lecture approach. The mixed results indicated that the intelligent learning system had a positive effect on students’ overall CTS development with significant improvement in the interpretation subscale but had almost no influence on the evaluation and self-regulation subscales. The intelligent learning approach in this study is empirically meaningful in students’ CTS enhancement, but further research is warranted to make this system more efficacious in facilitating L2 learners’ CTS.

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Section: Discussioncontrasting

confidence: 66%

Enhancing L2 Learners’ Critical Thinking Skills Through a Connectivism-Based Intelligent Learning System

Chen¹,

Hu²

2018

IJEL

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“…The ability to demonstrate and apply critical thinking is particularly important when there is uncertainty regarding 'best' practice in clinical situations (Scholes et al, 2012). In response to growing recognition of midwifery as an autonomous profession there is a need for midwives to develop their critical thinking skills to enable effective decisionmaking and problem solving in complex situations where they have increased accountability (Muoni, 2012;Pucer, et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Development and psychometric testing of the Carter Assessment of Critical Thinking in Midwifery (Preceptor/Mentor version)

2016

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given the importance of critical thinking skills for midwifery practice, mapping and assessing critical thinking development in students׳ practice across an undergraduate programme is vital. The CACTiM (Preceptor/Mentor version) has utility for clinical education, research and practice. The tool can inform and guide preceptors׳ assessment of students׳ critical thinking in practice. The availability of a reliable and valid tool can be used to research the development of critical thinking in practice.

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“…Therefore it is of paramount importance to give clear concise performance criteria and provide a forum in which students can create their own learning opportunities. Thus enabling the learner to build a genuine comprehension of the subject matter so they can foster confidence and research skills when conveying their ideas and opinions on a topic, (Pucer et al, 2014). Given these criteria, it becomes imperative that both the lecturer and student have a clear understanding of the performance indicators, hence why the rubric was considered important tool.…”

Section: Introductionmentioning

confidence: 99%

The Rubric: An Assessment Tool to Guide Students and Markers

Cox¹,

Morrison²,

Brathwaite³

2015

HEAd'15. Conference on Higher Education Advances

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Abstract:The changing environment for both students and lecturers dictates the requirement for giving feedback on assessment activities rapidly. In order to close this cycle of learning for the student and facilitate the feed-forward process, the development of rubrics has become an essential part of the workload. The rubric tool needs to have clearly stated performance indicators and criteria so that both student and lecturer have the same expectations of the assessment activity. The rubric must be robust enough to be able to capture the balance of being both an easy tool for marking but also detailed enough to give constructive feedback reflecting the learning outcomes. The rubric development, given its complexity, when constructing this tool, can be time consuming but eventually becomes time saving. Thereby reducing the grading workload effort of the lecturer while maintaining the knowledge gained by the students through the assessment activity.

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An information communication technology based approach for the acquisition of critical thinking skills

Cited by 36 publications

References 26 publications

Enhancing L2 Learners’ Critical Thinking Skills Through a Connectivism-Based Intelligent Learning System

Enhancing L2 Learners’ Critical Thinking Skills Through a Connectivism-Based Intelligent Learning System

Development and psychometric testing of the Carter Assessment of Critical Thinking in Midwifery (Preceptor/Mentor version)

The Rubric: An Assessment Tool to Guide Students and Markers

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