The Effects of Instructor Control on Critical Thinking and Social Presence: Variations Within Three Online Asynchronous Learning Environments

Costley, Jamie

doi:10.9743/jeo.2016.1.3

Cited by 26 publications

(13 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There was no significant variance of effects between students accustomed to digital retrieval of texts and the manual methods of retrieval (Daud & Husin, 2004). Costley (2016) found that the use of teacher-guided online discussion forums, having casual learning environments free from teachers' close supervision, did not foster students' CTS.…”

Section: Cts and Technology-integrated Instruction (Tii) Strategiesmentioning

confidence: 89%

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

Chen¹,

Hu²

2018

IJEL

View full text Add to dashboard Cite

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.

show abstract

Section: Cts and Technology-integrated Instruction (Tii) Strategiesmentioning

confidence: 89%

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

Chen¹,

Hu²

2018

IJEL

View full text Add to dashboard Cite

show abstract

“…Google Drive enables the simultaneous writing and editing of a document by an almost unlimited number of people (Judd, Attebury, George, Marcum, & Montgomery, 2008). Such increased interaction between students has been shown to improve learning outcomes (Costley, 2016;Costley, Lange, & Han, 2016). A prior study by Orndorff (2015) found that those who collaborated to compile notes in live university lectures using Google Docs averaged almost one letter grade higher in their social science studies than those who did not.…”

Section: Advantages Of Collaborative Note-takingmentioning

confidence: 99%

The Effects of Collaborative Note-Taking in Flipped Learning Contexts

Baldwin¹,

Fanguy²,

Costley

2019

JLE

View full text Add to dashboard Cite

While the benefits of shared note-taking during live lectures have been studied, the effects of shared note-taking in e-learning environments merit examination since such courses often feature asynchronous video lectures, allowing students to work together to construct notes over longer periods of time. A study (n=92) was conducted in the context of a flipped scientific writing course at a Korean university to investigate the effects of collaborative online note-taking on student learning. Students in the course were divided into two groups: members of the control were simply directed to view course videos and take notes individually, and members of the experimental group were asked to take collaborative notes in a shared online document. Student learning performance was measured through six online quizzes related to the course video lectures and through six related individual writing assignments. No differences were found in the learning outcomes of the control and the collaborative note-taking groups. However, significantly higher scores on related online quizzes and individual writing assignments were found in groups who took notes actively and for individuals who were major contributors to the group notes.

show abstract

“…Designing a classroom that cultivates social presence and self-efficacy would entail encouraging interpersonal interaction and collaborative learning with peers and the instructor (Kehrwald, 2008). Online classrooms can be designed to incorporate text-based, computer-mediated, business communication features such as forums, blogs, and emails (Costley, 2016; Kehrwald, 2008), and video-based CMC using group projects (Keengwe et al, 2013). Or, through social networking websites (i.e., Facebook, Pinterest) using pictures and postings, which can foster a collaborative learning community (Huntington, 2022; Weidlich & Bastiaens, 2019).…”

Section: Discussionmentioning

confidence: 99%

Examining Online MBA Students’ Social Presence and Career Planning Self-Confidence

Salazar

Zhang

Huntington

et al. 2022

Business and Professional Communication Quarterly

View full text Add to dashboard Cite

It is unknown whether social presence in internet-based MBA courses enhances students’ career success. This study examined general self-efficacy and goal orientation mediation models to determine what strengthens MBA students’ social presence and their career planning self-confidence. Data included 278 online MBA students in an AACSB-accredited college of business. The regression analyses demonstrated that perceived general self-efficacy and goal orientation related to students’ career planning self-confidence. The mediation analyses revealed that internet self-efficacy, perceived general self-efficacy, and goal orientation had an indirect mediating effect on social presence and career planning. Implications are offered for business communication educators.

show abstract

The Effects of Instructor Control on Critical Thinking and Social Presence: Variations Within Three Online Asynchronous Learning Environments

Cited by 26 publications

References 41 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

The Effects of Collaborative Note-Taking in Flipped Learning Contexts

Examining Online MBA Students’ Social Presence and Career Planning Self-Confidence

Contact Info

Product

Resources

About