Using metacognition to promote active learning in large business management classes

The critical thinking-oriented adaptations of problem-based learning models: a systematic review

“…The instruments employed by the studies included in this analysis can be classified according to their use in collecting either quantitative or qualitative data, as delineated in Table 2. Quantitative instruments comprise questionnaires (e.g., Mumtaz and Latif, 2017;Carbogim et al, 2018;Latif et al, 2018;Lim, 2020;Silviarza et al, 2020;Hsu, 2021;Xing et al, 2021), tests (e.g., Sendag and Odabasi, 2009;Silviariza and Handoyo, 2021;Hidayati et al, 2022;Rivas et al, 2022;Evendi et al, 2022), and assessment rubrics (e.g., Orique and McCarthy, 2015;Suryanti and Nurhuda, 2021;Rodríguez et al, 2022), with questionnaires being the most commonly utilized instrument. On the other hand, several studies have employed qualitative instruments to collect CT-related data, which are less varied than their quantitative counterparts.…”

“…Both of the above-discussed approaches, when implemented with established credibility and validity, are effective in collecting the desired data. On the other hand, most studies employing qualitative tools do not test validity and reliability in the same manner as quantitative studies (e.g., Kamin et al, 2003;Roy and McMahon, 2012), but instead utilize triangulation to enhance validity and reliability (e.g., Rodríguez et al, 2022).…”

“…Fujinuma and Wendling (2015) (1) A repeating format of small-group PBL activities and critical-thinking essay assignments can improve student learning outcomes in the short term, as indicated by academic performance. Rodríguez et al (2022) (1) The meta-cognitive process allows for the development of critical thinking skills, since metacognition influences critical thinking. Mumtaz and Latif (2017) (1) While preparing for a debate, a student meticulously researches the issue using reason, logic, and analysis to synthesize opinions, leading to the improvement of critical thinking.…”

“…(5) debating with each other (Rivas et al, 2022). CT propensity in PBL has also been found to be associated with problem-solving abilities and metacognitive skills (Rodríguez et al, 2022). Authentic learning in PBL is key to developing students' CT skills which involve authentic real-world problem that contain diverse, difficult, and ill-structured answers (Hidayati et al, 2022) and utilizing relevant real-world experiences to solve it (Latif et al, 2018).…”

Make Lectures Match How We Learn: The Nonlinear Teaching Approach to Economics

“…To adapt to these disruptive challenges, blended teaching has become popular in universities [7]. Nevertheless, it is usually recognised that existing pedagogies do not always fit students' learning process [8]. Specifically, an important feature of learning process is nonlinearity-learners do not acquire new knowledge in a one-way fashion.…”