Critical Thinking Skills Evidenced in Graduate Students Blogs

Cain, Holly Reed; Giraud, Vivana; Stedman, Nicole L. P.; Adams, Brittany

doi:10.12806/v11/i2/rf4

Cited by 6 publications

(2 citation statements)

References 17 publications

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“…There has been efforts to incorporate targeted audiovisual material in order to improve critical thinking (Adam & Manson, 2014). Computers were also used for this purpose in different forms, for example, for blogging (Cain, Giraud, Stedman, & Adams, 2012); wiki activities (Snodgrass, 2011); and online discussions (Richardson & Ice, 2010). An occasional use or a complete integration of clickers in teaching can be added to this list, a more recent and still spreading phenomenon.…”

Section: Critical Thinkingmentioning

confidence: 99%

Effectiveness of clicker‐assisted teaching in improving the critical thinking of adolescent learners

Pisheh¹,

NejatyJahromy

Gargari

et al. 2018

Computer Assisted Learning

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The effect of the implementation of student response systems (SRSs) in teaching on the critical thinking (CT) of young students was investigated. The study benefited from a quasi‐experimental design and a pretest/posttest set‐up. Subjects consisted of 156 K‐8 students in Tehran during 2016–2017, selected through a multistage cluster sampling, and randomly assigned to either the experimental group (EG) or the control group (CG). The regular curriculum of the students contained a weekly session of a course titled “Thinking and Lifestyle.” Ten sessions of the course were conducted using SRS (aka clickers) for EG, whereas CG kept receiving the same content in the conventional form. The teaching period was followed by the posttest. ANCOVA showed that, in contrast with CG, EG scored significantly higher on CT test after the intervention. The effect was shown to be only significant for the students at the lower side of the performance spectrum. Thus, in this inaugural study of clickers in schools in Iran, it was empirically demonstrated that clickers, as a relatively new piece of technology, can be successfully utilized during early adolescence in the pedagogical strategies in general and for the improvement of CT of students in particular.

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Section: Critical Thinkingmentioning

confidence: 99%

Effectiveness of clicker‐assisted teaching in improving the critical thinking of adolescent learners

Pisheh¹,

NejatyJahromy

Gargari

et al. 2018

Computer Assisted Learning

View full text Add to dashboard Cite

show abstract

“…The study reported that the analysis of the frequency of blog entries suggested that students were active in the reflective activity. Cain & Giraud (2012) conducted a study with 17 postgraduate students to examine the critical thinking skills in the context of leadership using structured and unstructured blogs. Students were required to write in personal blogs as part of course grade.…”

Section: Effects Of Blogging On Reflective Practice and Learningmentioning

confidence: 99%

The use of blogs in the education field: A qualitative systematic review

del Blanco,

García-Magariño

2018

Preprint

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Blogs have become one of the most successful tools of the Web 2.0 because of their ease of use and the availability of open platforms. They have quickly spread in the education field thanks to the many attractive qualities that have been attributed to them, such as collaboration, communication, enhancing of professional writing, and the improvement of information-gathering skills. However, many of the studies that have addressed this issue were not based on an empirical research, and therefore they are unreliable. On the other hand, the studies that do have conducted an empirical research have usually relied on participant self-reported data (surveys, interviews, and contents of blogs), which can significantly bias the positive results usually reported on the use of blogs. Another source of bias and inaccuracy in the reported results is that most of the studies lacked control group, i.e they do not follow an experimental design. The purpose of this review is to examine the current state of the studies related to the evaluation of the blog effects in the education field. The methods to select the studies and perform the corresponding analysis have followed a qualitative systematic approach. The selection has been restricted to empirical and peer-reviewed studies published between January 2011 and June 2013. The findings have been integrated and compared using the Grounded Theory, giving rise to a set of categories that have structured the results of the review.

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Kolb's experiential learning theory and marine debris education: Effects of different stages on learning

Hung

Wang

Yeh

2023

Marine Pollution Bulletin

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Critical Thinking Skills Evidenced in Graduate Students Blogs

Abstract: Incoming first-year college students (N = 4,292) were surveyed regarding attitudes and beliefs about leadership. Students' opinions about their leadership ability were high and were related to having an outgoing personality, as well as

Cited by 6 publications

References 17 publications

Effectiveness of clicker‐assisted teaching in improving the critical thinking of adolescent learners

Effectiveness of clicker‐assisted teaching in improving the critical thinking of adolescent learners

The use of blogs in the education field: A qualitative systematic review

Kolb's experiential learning theory and marine debris education: Effects of different stages on learning

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