RETRACTED: Developing critical thinking skills in a digital educational environment

Synchronous Online Learning in Higher Education: Vietnamese University Students’ Perspectives

“…Very surprisingly, in this theme, we recognized that our target students thought of themselves in a critical way because without them in this new so-called game of SOL, they did not achieve the expected types of education that they had hoped to generate and yield. This finding is coincided with the studies of Li (2021) and Varenin et al (2021). In light of the SOLintegrated activities organized in the inclusive and equitable virtual classes were an example to encourage the learners' greater sense of physical and mental strengths, which can be subsumed into self-management, which can be referred to what we attended to in the second theme (e.g., willingness and curiosity) (M = 3.89).…”

“…Our findings were reflective of the students' strong confidence and sense of regulated learning placed into the learning process (Hettiarachchi et al, 2021). The students gained disciplinary knowledge in a number of ways, had appropriate attitudes towards learning, and actively engaged in e-learning, as benefiting from an educationally-digital learning environment (Li, 2021;Varenin et al, 2021). These dimensions were believed to interact and support one and another.…”

“…Importantly, our consideration of democracy in learning environments was highlighted. According to the findings, it was positively viewed by our students, so it can be assumed that the learning context was effective and invited students' full participation and contributed to their learning satisfaction (Li, 2021;Varenin et al, 2021). Moving forward, this aspect should be of focus when it comes to distance learning.…”

“…Most importantly, our findings concretely allowed us to reach the insights that the students' developed familiarity with the contextual patterns and collaborative spirits with others, coupled with responsibilities and commitments, paved a path to their full extents of analytical and critical thinking (M = 3.960). These educational benefits proved true in a digital educational environment (Li, 2021;Varenin et al, 2021). In this sense, it is evidence of their potential success within classes and beyond, extending into their local and broader communities.…”

“…Both online learning and blended learning approaches can provide authentic learning environments, however, each approach supports different preferred learning styles. Li (2021) and Varenin et al (2021) showed that students become more critical and analytical when they participate in blended learning courses. This can be explained by blended learning's incorporation of both face-to-face and remote communication and support.…”