A Systematic Review on E-learning Environments for Promoting Critical Thinking in Higher Education

Mauriz, Blanca Puig; Anaya, Paloma Blanco; Bargiela, Inés M.

doi:10.1007/978-3-030-36119-8_15

Cited by 9 publications

(10 citation statements)

References 44 publications

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“…According to Krishna et al [ 56 ], students can gain a deeper understanding and develop critical thinking by comparing different concepts or processes; with regard to observational learning, it is assumed that observation contributes to learning through behavior change [ 57 ]. Wang et al [ 58 ] and Puig et al [ 59 ] pointed out that technological tools, such as e-environments, bring advantages that enhance the learning of critical thinking skills, as students in an e-learning environment can easily discuss, collaborate, or practice diverse skills. As Lee et al [ 21 ] noted, there is no universal agreement on the most suitable approach to developing critical thinking.…”

Section: Discussionmentioning

confidence: 99%

“…In line with previous research [ 61 ], we identified the need for infrastructure, such as internet or Wi-Fi access, for technological tools to work properly [ 48 ]. Previous research has shown that simply setting up a technological tool, such as an e-learning environment, is not sufficient to support the development of critical thinking; resources, careful planning, and implementation are also required [ 59 ]. Our results indicate that technological tools were set up by educational institutions [ 48 - 51 ] and supervised mostly by lecturers [ 48 , 49 , 51 ] and that students were provided with regular feedback [ 48 - 51 ].…”

Section: Discussionmentioning

confidence: 99%

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Technology-Supported Guidance Models Stimulating the Development of Critical Thinking in Clinical Practice: Mixed Methods Systematic Review

Zlámal¹,

Gjevjon²,

Fossum³

et al. 2022

JMIR Nursing

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Background Nursing education has increasingly focused on critical thinking among nursing students, as critical thinking is a desired outcome of nursing education. Particular attention is given to the potential of technological tools in guiding nursing students to stimulate the development of critical thinking; however, the general landscape, facilitators, and challenges of these guidance models remain unexplored, and no previous mixed methods systematic review on the subject has been identified. Objective This study aims to synthesize existing evidence on technology-supported guidance models used in nursing education to stimulate the development of critical thinking in nursing students in clinical practice. Methods This mixed methods systematic review adopted a convergent, integrated design to facilitate thematic synthesis. This study followed the guidelines of the Joanna Briggs Institute Manual for Evidence Synthesis. Results We identified 3 analytical themes: learning processes implemented to stimulate critical thinking, organization of the learning process to stimulate critical thinking, and factors influencing the perception of the learning process. We also identified 4 guidance models, all based on facilitator or preceptorship models using tailored instructional or learning strategies and one or several technological tools that were either generic or custom-made for specific outcomes. The main facilitators of these technology-supported guidance models were nurse educators or nurse preceptors, and the main challenges in using technology-supported guidance models were the stress associated with technical difficulties or increased cognitive load. Conclusions Although we were able to identify 4 technology-supported guidance models, our results indicate a research gap regarding the use of these models in nursing education, with the specific aim of stimulating the development of critical thinking. Both nurse preceptors and nurse educators play a crucial role in the development of critical thinking among nursing students, and technology is essential for such development. However, technology-supported guidance models should be supervised to mitigate the associated stress. International Registered Report Identifier (IRRID) RR2-10.2196/25126

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Technology-Supported Guidance Models Stimulating the Development of Critical Thinking in Clinical Practice: Mixed Methods Systematic Review

Zlámal¹,

Gjevjon²,

Fossum³

et al. 2022

JMIR Nursing

View full text Add to dashboard Cite

show abstract

“…We are aware that our results have limitations. Once such limitation is that students performed the activity independently, without creating a collaborative virtual environment, understood by the authors as one of the e-learning strategies that better promote CT (Puig et al, 2020). Furthermore, despite the fact that teachers were available for students to solve any questions regarding the task, the remote and asynchronous process did not allow them to guide the activity in a way that helped the students to carry out a deeper analysis.…”

Section: Discussionmentioning

confidence: 99%

“…Although research on SSIs has provided us with empirical evidence supporting the benefits of SSI instruction, particularly argumentation and students' motivation toward learning science, there is still scarce knowledge on how CT is articulated in these contexts. One challenge with promoting CT, especially in SSIs, is linked to new forms of communication that generate a rapid increase of information and easy access to it (Puig et al, 2020).…”

Section: Introduction: Critical Thinking For Social Responsibility -An Urgent Need In the Covid-19 Pandemicmentioning

confidence: 99%

“…The study was developed in an unprecedented scenario, during the lockdown in Spain (March-May 2020), which forced the change of face-to-face teaching to virtual teaching, involving students in online activities that embraced the application of scientific notions related to COVID-19 and CT for assessing claims published in news headlines related to it. Previous studies have pointed out the benefits of virtual environments to foster CT among students, particularly asynchronous discussions that minimize social presence and favor all students expressing their own opinion (Puig et al, 2020).…”

Section: Introduction: Critical Thinking For Social Responsibility -An Urgent Need In the Covid-19 Pandemicmentioning

confidence: 99%

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“Fake News” or Real Science? Critical Thinking to Assess Information on COVID-19

2021

Self Cite

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Few people question the important role of critical thinking in students becoming active citizens; however, the way science is taught in schools continues to be more oriented toward “what to think” rather than “how to think.” Researchers understand critical thinking as a tool and a higher-order thinking skill necessary for being an active citizen when dealing with socio-scientific information and making decisions that affect human life, which the pandemic of COVID-19 provides many opportunities for. The outbreak of COVID-19 has been accompanied by what the World Health Organization (WHO) has described as a “massive infodemic.” Fake news covering all aspects of the pandemic spread rapidly through social media, creating confusion and disinformation. This paper reports on an empirical study carried out during the lockdown in Spain (March–May 2020) with a group of secondary students (N = 20) engaged in diverse online activities that required them to practice critical thinking and argumentation for dealing with coronavirus information and disinformation. The main goal is to examine students’ competence at engaging in argumentation as critical assessment in this context. Discourse analysis allows for the exploration of the arguments and criteria applied by students to assess COVID-19 news headlines. The results show that participants were capable of identifying true and false headlines and assessing the credibility of headlines by appealing to different criteria, although most arguments were coded as needing only a basic epistemic level of assessment, and only a few appealed to the criterion of scientific procedure when assessing the headlines.

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Need for metacognition and critical thinking in the e‐learning ecosystem: The new normal in post Covid era

Gupta

Bamel

2023

Glob Bus Org Exc

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Present paper aims to extend the legitimacy of social cognition theory in the context of e‐learning by examining the relationship between metacognition and critical thinking. In addition, we test the moderating effect of internet self‐efficacy. We contextualize this study to e‐learning as digital medium has become the new normal in post‐Covid era. A sample set of 357 management professionals who have participated in e‐learning recently was obtained, and collected data were analyzed using regression analysis. Our analysis confirms that metacognition is positively associated to critical thinking. The findings establish the need to provide management professionals with tools to develop metacognition as it promotes critical thinking prowess in the context of e‐learning.

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A Systematic Review on E-learning Environments for Promoting Critical Thinking in Higher Education

Cited by 9 publications

References 44 publications

Technology-Supported Guidance Models Stimulating the Development of Critical Thinking in Clinical Practice: Mixed Methods Systematic Review

Technology-Supported Guidance Models Stimulating the Development of Critical Thinking in Clinical Practice: Mixed Methods Systematic Review

“Fake News” or Real Science? Critical Thinking to Assess Information on COVID-19

Need for metacognition and critical thinking in the e‐learning ecosystem: The new normal in post Covid era

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