Online Discussion, Student Engagement, and Critical Thinking

Williams, Leonard; Lahman, Mary P.

doi:10.1080/15512169.2011.564919

Cited by 60 publications

(35 citation statements)

References 16 publications

(19 reference statements)

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“…Research has consistently determined that cognitive skills can be improved in a reasonable span of time, while the improvement of dispositions involves a lengthy process (Quitadamo, Brahler, & Crouch, 2009;Giancarlo & Facione, 2001). Many studies have described efficient instructional strategies that promote students' CTS (Petrucco & Ferranti, 2017;Williams & Lahman, 2011;Greenlaw & DeLoach, 2003).…”

Section: Critical Thinking (Ct)mentioning

confidence: 99%

Enhancing L2 Learners’ Critical Thinking Skills Through a Connectivism-Based Intelligent Learning System

Chen¹,

Hu²

2018

IJEL

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The Rain Classroom, grounded in the theory of connectivism in the digital era, is a mobile-supported tool for blended learning. This tool renders synchronous and asynchronous teacher-student interactions through dual-channel teaching in and out of class. In the study, the Critical Thinking Skills Survey (CTSS) was adopted to measure the critical thinking skills (CTS) of 112 first-year undergraduates majoring in English in mainland China. A pretest-posttest non-equivalent two-group quasi-experimental design was applied to compare the CTS of those learners of English as a second language (L2) instructed under the Rain-Classroom-based intelligent learning system with those taught by the traditional lecture approach. The mixed results indicated that the intelligent learning system had a positive effect on students’ overall CTS development with significant improvement in the interpretation subscale but had almost no influence on the evaluation and self-regulation subscales. The intelligent learning approach in this study is empirically meaningful in students’ CTS enhancement, but further research is warranted to make this system more efficacious in facilitating L2 learners’ CTS.

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Section: Critical Thinking (Ct)mentioning

confidence: 99%

Enhancing L2 Learners’ Critical Thinking Skills Through a Connectivism-Based Intelligent Learning System

Chen¹,

Hu²

2018

IJEL

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“…Gibler notes that using Blackboard to coordinate a simulation facilitates the use of out-of-the-classroom time, so that less time is required for simulation activities during class. Williams and Lahman (2011) found that online discussions, especially those in which faculty use strategic questioning and moderating, can enhance critical thinking, student interactions, and student engagement both within and outside of the classroom. Their study of computer-moderated-communication (CMC) found that students identified gains in the ''extent and quality of their participation and reflection when they engage in online discussion.''…”

Section: Simulations and Student Learning In Political Science: A Higmentioning

confidence: 99%

Using Blackboard to Increase Student Learning and Assessment Outcomes in a Congressional Simulation

Mathews

LaTronica-Herb

2013

Journal of Political Science Education

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This article explores the integration of a multiweek legislative simulation with the Blackboard (9.1) Platform in an effort to understand how technology may increase student engagement, collaborative learning, and assessment. We consider the ways in which classroom technologies-blogs and online peer and self assessment tools, in particular-can encourage student-to-student collaboration, student-to-faculty collaboration, student-learning outcomes, peer and self assessment, and overall evaluation of the simulation itself.

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“…The authors then review the literature on measuring the development of critical thinking skills in business students and they find that with one exception (a study of online forums by Williams and Lhama, 2009), these studies focus on just one particular subject area such as accounting (McLellan, 2012), financial management (Pomonis & Siriopoulos, 2009), and risk management (Garvey & Buckley, 2011). Furthermore, all authors except Pomonis and Siriopoulos (2009) used only one method to assess critical thinking.…”

Section: The Case Methods and Student Learningmentioning

confidence: 99%

The Role of Case Studies in Informing Systems: Introduction to the Special Series

Ickis¹

2013

InformingSciJ

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The purpose of this introductory article is to provide an overview of the contributions that make up this Special Series of Informing Science on The Role of Case Studies in Informing Systems, summarizing the major findings and discussing the key issues. In the first two articles, the founder of a leading consultancy and a veteran Harvard Business School professor offer their unique insights on the multiple dimensions and complexities of the case method, the first highlighting the parallels between business leadership and case teaching as informing systems, and the second revealing the multiple pathways of informing through case research. The next two articles are examples of discussion cases that have opened new informing patterns among researchers, case protagonists, and members of society, having produced impacts that extend to small farmers in Central America and delinquent gangs in Venezuela. The next two articles involve innovations in case development and teaching that open still further informing pathways: the organization of undergraduate students as case writers, interacting with protagonists and leading CEO's in Croatia, and the new informing patterns in case teaching that take place through the use of online technology. In the final article, four business school professors discuss their attempts to measure improvements in critical thinking skills among MBAs that have come about as a result of case method learning. Case Method ManagementIt is appropriate, then, that the first article in this Special Series, "Case Method Management," addresses the role of the discussion case in the education of managers. In this article Harry Strachan, business school professor turned practitioner, argues from experience that the most effective senior managers practice case method teaching in leading and developing their management team. He describes the role of the case method teacher as focusing early on the decision, forcing involvement, challenging assertions, setting the rules of engagement, allowing pauses for reflection, articulating consensus, demanding analytic rigor, but also inspiring, making students and subordinates feel that "he sees gold in me that even I can't see."Strachan cautions us that not all teachers who use cases are using the case method. A founding partner in Bain & Co. and former INCAE and Harvard Business School professor, he prefers whiteboards to power point presentations, which he believes can subvert the learning goals of the case method by providing students with answers rather than building their analytic muscles in preparation for the heavy lifting they must perform in their jobs after graduation.

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Online Discussion, Student Engagement, and Critical Thinking

Cited by 60 publications

References 16 publications

Enhancing L2 Learners’ Critical Thinking Skills Through a Connectivism-Based Intelligent Learning System

Enhancing L2 Learners’ Critical Thinking Skills Through a Connectivism-Based Intelligent Learning System

Using Blackboard to Increase Student Learning and Assessment Outcomes in a Congressional Simulation

The Role of Case Studies in Informing Systems: Introduction to the Special Series

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