Critical Thinking in Asynchronous Online Discussion: An Investigation of Student Facilitation Techniques

Autor/inn/en	Lim, Sze Chung Raymond; Cheung, Wing Sum; Hew, Khe Foon
Titel	Critical Thinking in Asynchronous Online Discussion: An Investigation of Student Facilitation Techniques
Quelle	In: New Horizons in Education, 59 (2011) 1, S.52-65 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1683-1381
Schlagwörter	Education Majors; Opinions; Foreign Countries; Critical Thinking; Educational Researchers; Thinking Skills; Asynchronous Communication; Investigations; Discussion (Teaching Technique); Group Discussion; Qualitative Research; Case Studies; Interviews; Facilitators (Individuals); Questioning Techniques; Congruence (Psychology); Discourse Analysis; Transcripts (Written Records); Network Analysis; Educational Quality; Intermode Differences; Asia + Suchen Sie Ihr Suchwort? Lehrmeinung; Ausland; Kritisches Denken; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Denkfähigkeit; Untersuchung; Gruppendiskussion; Qualitative Forschung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Befragungstechnik; Fragetechnik; Congruence; Psychology; Kongruenz; Psychologie; Diskursanalyse; Netzplantechnik; Quality of education; Bildungsqualität; Asien
Abstract	Background: In the last decade, asynchronous online discussion forums have become a primary focus of many educational researchers. Some advocates believed that the process of typing out messages in itself can promote in-depth critical thinking skills. Nevertheless, empirical research has not provided much support for this claim in natural settings. In fact, many previous studies have found that students do not necessary exhibit in-depth critical thinking in online discussions. Aims: To investigate the types of facilitation techniques exhibited by student facilitators, and how these techniques might influence in-depth levels of critical thinking in asynchronous online discussion forums. Sample: Participants of the study were ten education major students at an Asia-Pacific university. Method: An exploratory qualitative case study methodology was employed. Data were collected from the students' online discussion postings and interviews. The top 30% of discussion forums in terms of the most number of in-depth critical thinking incidences were first identified. Next, the bottom 30% forums were identified as the lower-level critical thinking group. Results: In the case of the top 30% forums, showing appreciation, questioning, expressing agreements, and providing opinions or explanations were among the most prevalent facilitation techniques used, while in the case of the bottom 30% forums, the most common facilitation techniques merely included showing acknowledgement or appreciation and inviting feedback or comments. Conclusion: The findings suggest that student facilitators should perhaps focus on three facilitation techniques, specifically questioning, expressing agreements, and providing opinions or explanations to foster in-depth level of critical thinking. The findings also suggest that it may serve student facilitators well to employ a variety of facilitation techniques rather than just utilise a few preferred ones in order to achieve higher levels of critical thinking. (Contains 4 tables.) (As Provided).
Anmerkungen	Hong Kong Teachers' Association. 242 Nathan Road, National Court 7/F, Kowloon, Hong Kong. Tel: +852-2367-3420; Fax: +852-2722-4813; e-mail: hkta1934@yahoo.com.hk; Web site: http://www.cpe.ied.edu.hk/newhorizon
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10