Strategies for Effective Faculty Involvement in Online Activities Aimed at Promoting Critical Thinking and Deep Learning

Autor/in	Abdul Razzak, Nina
Titel	Strategies for Effective Faculty Involvement in Online Activities Aimed at Promoting Critical Thinking and Deep Learning
Quelle	In: Education and Information Technologies, 21 (2016) 4, S.881-896 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-014-9359-z
Schlagwörter	Critical Thinking; Direct Instruction; Creativity; Problem Solving; Educational Change; Foreign Countries; Teaching Methods; Teacher Student Relationship; Online Courses; Skill Development; Outcomes of Education; College Faculty; College Students; Learning Processes; Bahrain + Suchen Sie Ihr Suchwort? Kritisches Denken; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Kreativität; Problemlösen; Bildungsreform; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Online course; Online-Kurs; Kompetenzentwicklung; Qualifikationsentwicklung; Lernleistung; Schulerfolg; Fakultät; Collegestudent; Learning process; Lernprozess
Abstract	Highly-traditional education systems that mainly offer what is known as "direct instruction" usually result in graduates with a surface approach to learning rather than a deep one. What is meant by deep-learning is learning that involves critical analysis, the linking of ideas and concepts, creative problem solving, and application (Harvey & Kamvounias, "Higher Education Research & Development," 27(1), 31-41, doi: 10.1080/07294360701658716 2008)--all of which prepare graduates for life in the 21st Century. It is precisely this kind of deep learning that the current national educational reform initiatives in Bahrain are trying to promote, in contrast to what has usually been offered historically. Unfortunately, this noble aim is not always achieved and teaching methods need to be examined and developed, since there definitely are a lot of alternatives to stereotype lecturing in academic institutions (Annerstedt, Garza, Huang-DeVoss, Lindh & Rydmark, "Journal of the Scholarship of Teaching and Learning," 10(2), 107-127, 2010). One such alternative suggested in this paper is that of increasing faculty involvement with students in online contexts, as a means for promoting critical thinking and deep learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01