Critical Thinking Skills in Asynchronous Discussion Forums: A Case Study

Abstract

This study investigated critical thinking indicators of students’ postings on the asynchronous online discussion forums on the learning management system (LMS) at Arab Open University (AOU), Jordan. The models used to diagnose nineteen students’ postings were Garrisons’ (2001) thinking skills and Newman (1995). Results revealed that participants’ postings reflected the critical thinking indicators proposed by Newman like relevance and importance, but students need to enhance skills like justification, and critical assessment. According to Garrisons’ model, participants could identify, and explore problems, but they need support to evaluate the problem and integrate solutions into their existing knowledge. The findings reveal that participants acquire essential critical thinking skills, but they need to focus on higher order skills. Further research should be conducted using different courses issues to impart the critical thinking indicators that students need in higher institutions. In addition, instructors should be trained on how to formulate online tasks that stimulate high level of thinking.

The Impact of COVID-19 Pandemic on Student’s E-Learning Experience in Jordan

“…It is important to understand the impact of distance learning on the effects of education and the social consequences of maintaining this type of education. Many researchers have extensively studied the impact of distance learning on education and have found that distance education has a number of benefits such as ensuring the continuity of education [17,18], ensuring a lifelong learning [19,20], and reducing the high costs associated with traditional education [21]. Limitations such as teaching methods, scheduling, and time have existed since the teacher and the learner were located in different places [22,23].…”

An Investigation of Pre-Service Music Teachers’ Self-Regulatory Skills

“…There are many variables that make a difference in the learning process in music teacher education. Factors such as student's knowledge, skills, abilities, learning competencies, learning strategies and styles, teaching-learning environment, tools, materials and motivation can be listed (Ak, 2018;Boon, 2020;Bulut, 2021;Al-Husban, 2020;Gonzales et al, 2017;Atilgan & Tukel, 2021;Grohs et al, 2018;Hazar, Akkutay, & Keser, 2021;Hewit, 2001;Kaleli, 2020Kaleli, , 2021Kara, 2020b;Kasimoglu, 2021;Koyuncuoğlu, 2021;Kurnaz, 2007;McPherson, 2005;Matthews & Kitsantas, 2012;Mentiş Köksoy & Aydıner Uygun, 2018;Syafii, Kusnawan, & Syukroni, 2020). One of these variables is self-regulatory skills and International Journal on Social and Education Sciences (IJonSES) 549 strategies.…”

Spor Bilimleri Öğrencilerinin Uzaktan Eğitime Yönelik Tutum ve Görüşlerinin İncelenmesi

“…Ayrıca e-öğrenme ve çevrim içi öğrenme olarak da ifade edilen uzaktan eğitim kavramı, eğitim öğretim faaliyetleri sürdürülürken öğretmen ve öğrencilerin aynı ortamda fiziki olarak bulunmamasını (Kaplan ve Haenlein, 2016) ve bireylerin iletişimini kolaylaştırmak adına farklı teknolojilerin kullanılmasını kapsayan eğitim biçimi olarak da karşımıza çıkmaktadır (Sutiah, Slamet, Shafqat ve Supriyono, 2020). Uzaktan eğitimin yaşam boyu öğrenme (Alharthi, 2020;Pambayun, Wirjawan, Wijaya, Untung ve Pratidhina, 2019;Serhan, 2019) sunmasına ek olarak eğitim maliyetlerini azaltması (Al-Husban, 2020;Baggaley, 2008;Hall ve Knox, 2009;Harrison ve Lee, 2018) eğitimin sürdürülebilirliğini sağlaması (Akinbadewa ve Sofowora, 2020;Bruder, 1989;Omiles, Dumlao, Rubio ve Ramirez, 2019;Seage ve Türegün, 2020) gibi faydaları bulunmaktadır. Ayrıca araştırmacılar uzaktan eğitimin teknik imkanlarına değinirken aynı zamanda pratik deneyimin çok az olması, öğrenci ve ebeveynlerin psikolojik hazırlığının olmaması gibi birtakım sorunlara da dikkat çekmektedirler (Yakovleva ve Koriakina, 2020).…”