Enhancing critical thinking using team-based learning

Espey, Molly

doi:10.1080/07294360.2017.1344196

Cited by 72 publications

(52 citation statements)

References 18 publications

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“…Levin () noted that every leader states that critical thinking in their business is important, but very few of them can articulate what critical thinking is, or describe a process for doing it. Research demonstrated that purposefully teaching critical thinking improves thinking skills in college students (Cone et al, ; Espey, ).…”

Section: Is Leadership Education the Answer?mentioning

confidence: 99%

The Dystopian Future of Leadership

Boyd¹

2019

J of Leadership Studies

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Section: Is Leadership Education the Answer?mentioning

confidence: 99%

The Dystopian Future of Leadership

Boyd¹

2019

J of Leadership Studies

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“…Studies in the field of soft skills are still carried out. The subject of the study is the diagnosis and evaluation of soft skills (Balcar et al, 2018;Mohamed et al, 2017;Brooks et al, 2018;Devedzic et al, 2018); the use of various approaches, methods and techniques, for example, interdisciplinary design work (Vogler et al, 2018), group work (Al-Araidah et al, 2018;Chasidim et al, 2018;Brooks et al, 2018;Yehia & Gunn, 2018;Espey, 2018;Kusumoto, 2018); the development of some certain skills, for example, collaboration skills (Kaburise, 2016;Al-Araidah et al, 2018), critical thinking (Espey, 2018), etc.…”

Section: Introductionmentioning

confidence: 99%

“…Group work as a means of forming soft skills have exceptional potential (Al-Araidah et al, 2018;Chasidim et al, 2018;Brooks et al, 2018;Yehia & Gunn, 2018;Espey, 2018;Kusumoto, 2018); it derives from the very definition of the concept of soft skillsa complex of social and communication skills that ensure effective communication and teamwork. The terms of "hard skills" and "soft skills" appeared as an analogy to computer terms "hardware" and "software" and were later extrapolated to the social sphere from economics and business (Cambridge Dictionary, Collins Dictionary).…”

Section: Introductionmentioning

confidence: 99%

“…Group work makes it possible to form and develop the skills of teamwork, communication and critical thinking (Al-Araidah et al, 2018;Chasidim et al, 2018;Brooks et al, 2018;Yehia & Gunn, 2018;Espey, 2018;Kusumoto, 2018) in the most natural way.…”

Section: Introductionmentioning

confidence: 99%

“…In reality, at practical university classes on Foreign Language, there is a predominance of the traditional frontal form of work in the "student-teacher" mode. In other countries, where these processes began much earlier than in Russia, they increasingly turn to the principles of learning in collaboration, moving away from simple relaying of knowledge (Tagg, 2003;Yehia & Gunn, 2018;Espey, 2018;Kusumoto, 2018;Dalton-Puffer & Nikula, 2014). Passive forms of learning (the transfer of ready-made knowledge, their repetition and memorization) imply the primary role of a teacher not only in transmitting knowledge, but also in creating curricula and defining assessment criteria.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

FORMING SOFT SKILLS OF UNIVERSITY STUDENTS BY MEANS OF ACADEMIC ROLE-PLAYING GAMES AT FOREIGN LANGUAGE CLASSES.doc

Tsalikova¹,

Пахотина²

2019

Preprint

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The article contains theoretical grounds and experimental verification of using academic role-playing games at classes of Foreign Language in order to form soft skills of students, majoring in non-philological subjects. The purpose of the article is to analyze the effectiveness of using this form of work at university classes for the formation of soft skills of students and to monitor the correlation between these skills. The methodological basis of the study was the communicative and competence-based approaches in teaching foreign languages. Research methods include questioning, observation, expert assessment and testing. The obtained data were subjected to statistical analysis using Kolmogorov-Smirnov’s test, Pearson’s χ² test and Spearman’s rank correlation coefficient. Academic role-playing games have shown their effectiveness as a means of forming soft skills of students, majoring in non-philological subjects, in case of following such fundamental principles as: using the language as an integral system but not as a set of grammatical and lexical phenomena; using language as a means of communication, and, consequently, a teacher`s making educational materials and tasks, focused on the content of communication, but not on the formal characteristics; creating practice-oriented situations in the classroom that train social skills, but not just subject knowledge and skills. The article presents a description of training materials, tasks, methods and forms of work for the formation of students’ soft skills.

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Guided inquiry‐based learning to enhance student engagement, confidence, and learning

Nguyen,

Halpin,

Joy‐Thomas

2024

Journal of Dental Education

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PurposeThis study explores the impact of guided inquiry‐based learning (IBL) on student engagement and performance in a dental hygiene program. The research was conducted with 36 dental hygiene students, focusing on enhancing student engagement using a guided IBL methodology that could ultimately lead to improved student performance and confidence.MethodsDelivered through two interventions, pre‐, post‐, and delayed post‐tests evaluated student performance and confidence, while the ASPECT survey assessed student engagement. The interventions included a lecture (intervention #1) and a group‐based IBL worksheet activity (intervention #2). Statistical analyses using analysis of variance (ANOVA) tested the impact of these interventions on student performance and confidence‐adjusted scores.ResultsResults showed significant improvements in student performance and confidence following both interventions, with notably higher gains after the IBL activity. Analysis of ASPECT survey data revealed positive perceptions of engagement, emphasizing the importance of group dynamics, instructor roles, and the activity's value. Students reported enhanced understanding and engagement through group interactions and individual study. The study also highlighted the critical role of the instructor in facilitating and guiding the IBL activity.ConclusionIn conclusion, the study demonstrates that guided IBL strategies can significantly enhance student confidence and performance, suggesting a sustainable impact on learning outcomes. These findings underscore the importance of active, engaged learning methodologies in healthcare education, particularly in enhancing long‐term retention and understanding of complex topics. The study advocates for integrating such strategies into academic curricula to foster deeper student engagement and improved educational experiences.

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Enhancing critical thinking using team-based learning

Cited by 72 publications

References 18 publications

The Dystopian Future of Leadership

The Dystopian Future of Leadership

FORMING SOFT SKILLS OF UNIVERSITY STUDENTS BY MEANS OF ACADEMIC ROLE-PLAYING GAMES AT FOREIGN LANGUAGE CLASSES.doc

Guided inquiry‐based learning to enhance student engagement, confidence, and learning

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