Analyzing critical thinking skills using online discussion forums and CCTST

Jacob, Seibu Mary

doi:10.1016/j.sbspro.2011.12.145

Cited by 13 publications

(7 citation statements)

References 11 publications

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“…Furthermore, the findings of the current study do not support those of other previous studies. Jacob [11] reported that, after using online discussion forums, critical thinking skills showed the most noticeable improvements in the inference and deduction subscales.…”

Section: Comparison With Previous Relevant Studiesmentioning

confidence: 99%

Effects of a curriculum integrating critical thinking on medical students’ critical thinking ability in Iran: a quasi-experimental study

Soltani

Mafinejad

Tajik

et al. 2021

J Educ Eval Health Prof

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Purpose: Improving physicians’ critical thinking abilities could have meaningful impacts on various aspects of routine medical practice, such as choosing treatment plans, making an accurate diagnosis, and reducing medical errors. The present study aimed to measure the effects of a curriculum integrating critical thinking on medical students’ skills at Tehran University of Medical Sciences, Iran.Methods: A 1-group pre-test, post-test quasi-experimental design was used to assess medical students’ critical thinking abilities as they progressed from the first week of medical school to middle of the third year of the undergraduate medical curriculum. Fifty-six participants completed the California Critical Thinking Skills Test twice from 2016 to 2019.Results: Medical students were asked to complete the California Critical Thinking Skills Test the week before their first educational session. The post-test was conducted 6 weeks after the 2 and half-year program. Out of 91 medical students with a mean age of 20±2.8 years who initially participated in the study, 56 completed both the pre- and post-tests. The response rate of this study was 61.5%. The analysis subscale showed the largest change. Significant changes were found in the analysis (P=0.03), evaluation (P=0.04), and inductive reasoning (P<0.0001) subscales, but not in the inference (P=0.28), and deductive reasoning (P=0.42) subscales. There was no significant difference according to gender (P=0.77).Conclusion: The findings of this study show that a critical thinking program had a substantial effect on medical students’ analysis, inductive reasoning, and evaluation skills, but negligible effects on their inference and deductive reasoning scores.

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Section: Comparison With Previous Relevant Studiesmentioning

confidence: 99%

Effects of a curriculum integrating critical thinking on medical students’ critical thinking ability in Iran: a quasi-experimental study

Soltani

Mafinejad

Tajik

et al. 2021

J Educ Eval Health Prof

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“…Participation in ADF can foster critical thinking skills among female learners, living in a culturally restricted society (Jacob, 2012;Williams & Lahman, 2011). I advise tutors to introduce it in a blended learning environment.…”

Section: Suggestions To Utilize Adf and Cldmentioning

confidence: 99%

“…I propose tutors to catalyze learners' participation on ADF with extrinsic motivation. Example, introducing badges as an incentive can engage learners into quality discussions (Jin, 2017;Jacob, 2012).…”

Section: Suggestions To Utilize Adf and Cldmentioning

confidence: 99%

Use of Asynchronous Discussion Forum (ADF) and CompendiumLD (CLD) as a Learning Strategy in a Distance Learning Online Course- A Reflective Narrative

Sadruddin¹

2019

J.educ.soc.sci

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The paper reflects on my personal learning experiences as a postgraduate online distance learner on the use of two contemporary ICT tools, i.e., Asynchronous Discussion Forum (ADF) and Com-pendiumLD (CLD). The paper opens with an overview on the use of ADF and CLD. I then reflected on my personal learning experiences on the subject matter through personal narrative method. Finally, I have suggested, how tutors can utilize these technologies to maximize learners' participation in online learning environment. ADF has nurtured critical thinking, questioning, writing and problem-solving skills. It has further optimized my online participation. Whereas, CLD has equipped me with the skills to design creative learning interventions. Both the digital tools have increased my collaboration with peers and resources. Not only did I gain skills, but also shared learning with others. Integration of these tools has potentials to augment formal and non-formal learning experiences in online environment.

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“…Kritiskā domāšana palīdz izkopt lēmumu pieņemšanas un problēmu risināšanas prasmi. Matemātikas mācīšanās nav atdalāma no kritiskās domāšanas, ja tā ir jēgpilna mācīšanās (Jacob, 2012). IAC pētījumā par kritiskās domāšanas pieejas izmantošanu izglītības sistēmā Latvijā secināts, ka skolēnos netiek izkoptas un attīstītas augstākās domāšanas prasmes, kuras arvien vairāk ir nepieciešamas pārejot uz katru nākamo izglītības posmu, īpaši uz augstākās izglītības posmu (IAC, 2008).…”

Section: Nolieguma Teorētiskie Aspekti Kritiskās Domāšanas Kontekstā unclassified

Construction of Negations in the Context of Critical Thinking for Primary School

Sondore

Krastiņa

Daugulis

et al. 2018

SIE

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In the modern study process it is important to teach pupils critical thinking and involvement in decision making. Formulation of negations and construction of counterexamples is one of the ingredients of critical thinking which are stressed in the new project of the mathematical standard for primary school „Skola 2030” in Latvia. The goal of this study is to analyze experience and skills of primary school pupils and students of teacher study programs, which are related to the ability to formulate negations and counterexamples. A qualitative and quantitative analysis of questionaire answers given by pupils and future teachers is performed in this study. Results of this study show that pupils make mistakes constructing negations and counterexamples. Teachers also have problems constructing correct assertions. These observations should stimulate universities to pay attention to teacher preparation in this sense. Teachers should teach correct usage of the negation operation at different levels of difficulty and correct construction of counterexamples.

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Analyzing critical thinking skills using online discussion forums and CCTST

Cited by 13 publications

References 11 publications

Effects of a curriculum integrating critical thinking on medical students’ critical thinking ability in Iran: a quasi-experimental study

Effects of a curriculum integrating critical thinking on medical students’ critical thinking ability in Iran: a quasi-experimental study

Use of Asynchronous Discussion Forum (ADF) and CompendiumLD (CLD) as a Learning Strategy in a Distance Learning Online Course- A Reflective Narrative

Construction of Negations in the Context of Critical Thinking for Primary School

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