The Effect of Instructor Information Provision on Critical Thinking in Students Using Asynchronous Online Discussion

Autor/inn/en	Klisc, Chris; McGill, Tanya; Hobbs, Valerie
Titel	The Effect of Instructor Information Provision on Critical Thinking in Students Using Asynchronous Online Discussion
Quelle	In: International Journal on E-Learning, 11 (2012) 3, S.247-266 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-2456
Schlagwörter	Critical Thinking; Asynchronous Communication; Discussion (Teaching Technique); Group Discussion; Scaffolding (Teaching Technique); Access to Information; Information Needs; Online Courses; Influences; Learning Experience; Student Experience; Postsecondary Education; Questionnaires; Instructional Effectiveness; Educational Practices; Teaching Methods; Electronic Learning + Suchen Sie Ihr Suchwort? Kritisches Denken; Gruppendiskussion; Information need; Informationsbedürfnis; Online course; Online-Kurs; Influence; Einfluss; Einflussfaktor; Lernerfahrung; Studienerfahrung; Post-secondary education; Tertiäre Bildung; Fragebogen; Unterrichtserfolg; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The facilitation of critical thinking is one of the most frequently discussed potential benefits of the asynchronous online discussion environment, but many studies have reported that it does not occur to any great extent. This study investigated the effect of information provided to students on the facilitation of their critical thinking outcomes as perceived by their instructors. The study examined the effect of three main types of information that can be given to students at the commencement of the discussion: information about the purpose of the discussion activity, information on how discussion postings will be graded, and examples of graded postings. It also explored the impact of preparatory sessions aimed at helping students understand the concepts of critical thinking. The study found that information on the purpose of the discussion activity and how postings would be graded were important in the facilitation of critical thinking, while the results for examples of graded postings and preparatory sessions were inconclusive. (Contains 7 tables.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10