Asynchronous Learning in an English Classroom

Abstract

This chapter presents synthesized insights from varied literature focusing on using an online discussion task to promote critical thinking skills from their participation in an asynchronous collaborative learning management site. This platform offers online discussion boards that are designed to foster social interaction virtually. Foo and Quek (2019) highlighted that online discussion tasks do support collaborative learning and higher-order thinking skills. Data were gathered from students through a survey, and a content analysis was carried out using Bloom's taxonomy model to determine the presence of critical thinking in the messages posted online. The findings affirm that students' written reflections promote critical thinking skills.