E-learning for Critical Thinking: Using Nominal Focus Group Method to Inform Software Content and Design

Parker, Seymour; Mayner, Lidia; Gillham, David

doi:10.17795/nmsjournal30471

Cited by 7 publications

(5 citation statements)

References 26 publications

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“…Previous qualitative and quantitative researches in virtual education showed the effectiveness of teaching approaches such as discussion board, focus group, and problem-based and task-based strategies on the promotion of critical thinking. 18 – 22 However, a comprehensive research that could address how to promote critical thinking in virtual learning environment has not been conducted so far. Furthermore, we noticed that some cultural dimensions and instructor–student interactions in our virtual education system could not be elaborated through quantitative methods.…”

Section: Introductionmentioning

confidence: 99%

Promotion of critical thinking in e-learning: a qualitative study on the experiences of instructors and students

Gharib¹,

Zolfaghari²,

Mojtahedzadeh³

et al. 2016

AMEP

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BackgroundWith the increasing popularity of e-learning programs, educational stakeholders are attempting to promote critical thinking in the virtual education system. This study aimed to explore the experiences of both the instructors and the students about critical thinking promotion within the virtual education system.MethodsThis qualitative study recruited the instructors and students from four academic disciplines provided by the Virtual School of Tehran University of Medical Sciences (Tehran, Iran). All programs were master’s degree programs and utilized a blended (combination of e-learning and face to face) training. Semistructured interviews with the participants were used to collect data.ResultsThe participants had a variety of experiences about how to promote critical thinking. These experiences were conceptualized in four main themes, namely, instructional design, educational leadership and management, local evidence, and belief systems.ConclusionThe present study clarified the factors affecting critical thinking promotion in e-learning. Not only the instructors but also the educational designers and leaders can benefit from our findings to improve the quality of virtual education programs and promote critical thinking.

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Section: Introductionmentioning

confidence: 99%

Promotion of critical thinking in e-learning: a qualitative study on the experiences of instructors and students

Gharib¹,

Zolfaghari²,

Mojtahedzadeh³

et al. 2016

AMEP

View full text Add to dashboard Cite

show abstract

“…This technique is an effective method for obtaining group needs and generating priority information. Nominal group technique has been successfully used in other pedagogical research to identify the requirements and priorities of learners and teachers [ 29 , 30 ]. This paper also illustrates how to develop a training program based on an initial needs assessment and a related theoretical framework – both of which are critical for the development of well-founded, systematic, and effective training programs.…”

Section: Discussionmentioning

confidence: 99%

Development of a blended emergent research training program for clinical nurses (part 1)

Chen

Tang

et al. 2022

BMC Nurs

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Background Nursing research training is important for improving the nursing research competencies of clinical nurses. Rigorous development of such training programs is crucial for ensuring the effectiveness of these research training programs. Therefore, the objectives of this study are: (1) to rigorously develop a blended emergent research training program for clinical nurses based on a needs assessment and related theoretical framework; and (2) to describe and discuss the uses and advantages of the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) in the instructional design and potential benefits of the blended emergent teaching method. Methods This intervention development study was conducted in 2017, using a mixed-methods design. A theoretical framework of blended emergent teaching was constructed to provide theoretical guidance for the training program development. Nominal group technique was used to identify learners’ common needs and priorities. The ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was followed to develop the research training program for clinical nurses based on the limitations of current nursing research training programs, the needs of clinical nurses, and the theoretical foundation of blended emergent teaching. Results Following the ADDIE model, a blended emergent research training program for clinical nurses to improve nursing research competence was developed based on the needs of clinical nurses and the theoretical framework of blended emergent teaching. Conclusions This study indicates that nominal group technique is an effective way to identify learners’ common needs and priorities, and that the ADDIE model is a valuable process model to guide the development of a blended emergent training program. Blended emergent teaching is a promising methodology for improving trainees’ learning initiative and educational outcomes. More empirical studies are needed to further evaluate blended emergent teaching to promote the development of related theories and practice in nursing education.

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“…NGT is a kind of small group discussion which aims at obtaining an agreement among the members of the group by prioritizing opinions and suggestions from the participants [24]. The implementation of NGT have various benefits such as encouraging group participants to share ideas, enhancing group participants' critical thinking and problem-solving skills, avoiding dominancy among group participants, facilitating more interactions among group participants, and producing a sense of closure and accomplishment among group participants [24][25][26][27][28][29][30]. NGT was chosen since there have been empirical evidence showing its effectiveness in promoting active learning and students' participation in discussion [31].…”

Section: Methodsmentioning

confidence: 99%

Implementation of Collaborative Participative Class to Enhance Students’ Engagement and Their Awareness on Environmental Issues andGreen Economy

Endrayanto¹,

Fatimah²

2023

Advances in Economics, Business and Management Research

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Environmental education has gained its popularity in Indonesia, and it has been implemented in all levels of education starting from primary, secondary until tertiary levels. Students need to be aware of these urgent issues and they should be actively involved in solving the environmental problems in their surroundings. One of the techniques to engage and increase their awareness on environmental issues is by implementing case study method in classes. There have several researches in environmental education, however, most of the research focus on environmental education in primary and secondary school. This paper aims to explain the implementation of case method in a collaborative participative class which utilises materials related to environmental issues in higher education, particularly in speaking class. In addition, this paper also investigates the extent to which case method enables students to be more engaged and more aware with this issue. In completing the tasks, students in groups were given authentic cases in relation to environmental issues. Then, they built up the case, analysed the case from various points of views and proposed solutions to the case. Afterwards, they presented their solutions in the class. From the students' perspective, this activity increases their engagement with the course and class tasks. Moreover, the students believe that their awareness on environmental issues and green economy such as kinds of renewable energy, forest management, sustainable urban planning, solar energy in different countries also increases.

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E-learning for Critical Thinking: Using Nominal Focus Group Method to Inform Software Content and Design

Cited by 7 publications

References 26 publications

Promotion of critical thinking in e-learning: a qualitative study on the experiences of instructors and students

Promotion of critical thinking in e-learning: a qualitative study on the experiences of instructors and students

Development of a blended emergent research training program for clinical nurses (part 1)

Implementation of Collaborative Participative Class to Enhance Students’ Engagement and Their Awareness on Environmental Issues andGreen Economy

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