Facilitating critical thinking in asynchronous online discussion: comparison between peer- and instructor-redirection

Exploring Social Network Structure Patterns Suitable to the Community of Inquiry Model Moderated by the Task

“…They were offered theoretical and practical resources that also served as reference material and support for the implementation of the tasks. Due to the effectiveness of peers to strengthen critical thinking and collaborative discourse (Oh et al., 2018), two members were selected as coordinators for each task, two members were randomly selected in each group to coordinate the task's resolution.…”

“…To do this, first, the authors conducted a descriptive and exploratory case study of the SSN (cohesion, centralization, and centrality of the coordinator) in the online learning process of a self-regulated group. The authors chose self-regulated groups because of their effectiveness for collaborative discourse (Oh, Huang, Mehdiabadi & Ju, 2018). Likewise, the Community of Inquiry (CoI) model (Garrison, Anderson, & Archer, 2000, 2001, 2010) was used as a reference for the analysis of the online group learning process.…”

Online Learning Challenges during Pandemic COVID-19 in Malaysian Higher Learning Institution

“…It is very important to consider the convenience of learning tools that fit the learning environment [17,34,15]. Students will benefit from the learning process when they are able to find and process information [13], respond to their understanding [18] and thus reflect on their own learning using effective learning tools.…”

“…Besides having the normal classroom learning session, the concept of BL is well accepted by students due to its easy accessibility and effectiveness [6,7,8,9,10,11]. Students can easily access their learning materials, participate in any online learning activities and forum, and sit for online assessments through Learning Management Systems (LMS) such as Moodle provided by their universities [12,13]. The online teaching and learning activities are carried out efficiently with good and free Wi-Fi access provided by the universities when the sessions are conducted on campus.…”

A Comparison of Faculty and Graduate Students’ Perceptions of Engaging Online Courses: A Mixed-Method Study

“…According to Garrison (2017), it is acceptable to allow students to have a teaching presence in the classroom by allowing them to facilitate discourse and provide direct instruction. Peer facilitation of discourse could also more effectively promote collaborative discourse and critical thinking (Oh et al, 2018). Faculty felt it was particularly important to give students leadership roles throughout the course with students appreciating this altered role.…”