The effectiveness of a single intervention of computer‐aided argument mapping in a marketing and a financial accounting subject

Carrington, Michal; Chen, Richard; Davies, Martin; Kaur, Jagjit; Neville, Benjamin A.

doi:10.1080/07294360.2011.559197

Cited by 16 publications

(11 citation statements)

References 16 publications

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“…Many have acknowledged the importance of these skills by incorporating critical thinking skills into desired outcomes for their graduates (Mummery & Morton-Allen, 2009;Prasad, 2009). However, concern has been expressed about the inadequate levels of critical thinking skills possessed by graduates upon leaving university, and the fact that only minimal improvement in these thinking skills is achieved by students while undertaking their undergraduate degrees (Carrington et al, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The development of student critical thinking skills is an important aim of many tertiary institutions with the ability to reason, think analytically, and justify conclusions regarded as essential skills for graduates (Carrington, Chen, Davies, Kaur, & Neville, 2011;Davies, 2011). Many have acknowledged the importance of these skills by incorporating critical thinking skills into desired outcomes for their graduates (Mummery & Morton-Allen, 2009;Prasad, 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

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Use of a post-asynchronous online discussion assessment to enhance student critical thinking

Klisc

McGill

Hobbs

2016

AJET

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Asynchronous online discussion (AOD) is used in many tertiary education courses, and assessing it has been shown to enhance critical thinking outcomes. There has, however, been debate on what should be assessed and how the assessment should be implemented. The most common form of assessment involves grading the individual discussion contributions, but it has been suggested that employing a culminating task based on the AOD may be effective. This preliminary study compared the effect on student critical thinking of two approaches to AOD assessment: using a post-AOD assessment, and assessing the discussion contributions themselves. The results, though tentative, showed that while both assessment approaches resulted in significant improvements in student critical thinking, there was no difference in the impact on critical thinking skills between using the post-AOD assessment and assessing the discussion contributions. This result suggests that the form of assessment used in an AOD may be less important than the fact that assessment is included. Interviews with students also provided some insight into ways in which they perceived the discussion environment had contributed to their critical thinking skills. The findings of this study pave the way for further research in this important area.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Use of a post-asynchronous online discussion assessment to enhance student critical thinking

Klisc

McGill

Hobbs

2016

AJET

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“…Harrell has also found strong gains, especially in students who start out weaker in critical thinking (Harrell 2011). In another study, as little as one hour of instruction in CAAM appeared to yield a modest improvement in critical thinking skills (Carrington et al 2011). (For a detailed summary of these studies, see Davies 2012Davies , 2013 Van Gelder recently conducted a meta-analysis of all extant published studies on argument mapping and concluded that (1) argument mapping appears to improve critical thinking; (2) it is more effective than other kinds of critical thinking instruction; and (3) its benefits are dependent on the amount or intensity of argument mapping instruction received (van Gelder, forthcoming).…”

Section: Empirical Support For Caammentioning

confidence: 95%

Computer-Aided Argument Mapping as a Tool for Teaching Critical Thinking

Davies

2012

International Journal of Learning and Media

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“…A number of studies also focused on developing higher-order thinking skills (reflective thinking, questioning, reasoning, critical thinking, problem solving etc.) as well as academic achievement (Aljaser, 2017;Butchart et al 2009;Bütüner & Gür, 2008;Carrington, Chen, Davies, Kaur, & Neville, 2011;Davies, Barnett, & van Gelder, 2019;Eftekhari, Sotoudehnama & Marandi, 2016;Evrekli & Balım, 2010;Jeong, 2020;Mento et al, 1999;Rider & Thomason, 2014; van Gelder & Rizzo 2001; van Gelder et al 2004; van Gelder, 2007).…”

Section: What Is Argument Mapping?mentioning

confidence: 99%

The Effects of Software-Aided Mind and Argument Mapping on Learning in Higher Education

Yıldızlı

Şimşek

2022

Int. J. of Cont. Edu. Res.

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By carrying out software-aided mind/argument mapping applications in the "Theories of Learning and Teaching" course offered to post-graduate students completing a master's degree in education, the present research aimed to examine the effects of the applications on academic achievement, as well as explore students' opinions on these applications. The research followed a mixed-method design integrating quantitative and qualitative research methods. Participants consisted of post-graduate students (six students) who were taking the course titled "Theories of Learning and Teaching". The experimental process lasted for 12 weeks. The experimental part of the research has been realized in two stages: In the first stage, the students were given the opportunity to learn about and practice preparing software-aided mind and argument mapping applications on computers and tablets for two weeks. In the second stage, participants were instructed about the theoretical dimension of teaching and learning processes and of the software-aided mind and argument mapping. Theories of Learning and Teaching Course Achievement Test, Reflective Diaries, Student Self-Assessment Forms and Semi-Structured Interview Schedules were utilized as data collection tools. The results suggested that the use of software-aided maps in learning and teaching processes has a considerably positive effect on students' academic achievement. Besides, it has been observed that the students acquired various skills with regards to the use of such tools.

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The effectiveness of a single intervention of computer‐aided argument mapping in a marketing and a financial accounting subject

Cited by 16 publications

References 16 publications

Use of a post-asynchronous online discussion assessment to enhance student critical thinking

Use of a post-asynchronous online discussion assessment to enhance student critical thinking

Computer-Aided Argument Mapping as a Tool for Teaching Critical Thinking

The Effects of Software-Aided Mind and Argument Mapping on Learning in Higher Education

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