Assessing the Potential for Critical Thinking Instruction in Information Literacy Online Learning Objects Using Best Practices

Goodsett, Mandi

doi:10.15760/comminfolit.2020.14.2.4

Cited by 11 publications

(8 citation statements)

References 30 publications

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“…With that approach in mind, we recommend teachers for implementation develop curricula and programs that are built on contemporary educational philosophy and theory. Especially relevant bodies of work to draw from include those centered on competency-based education 12, 25-27 , interprofessional education and collaboration 28 , and online learning strategies 29 .…”

Section: How To Teach For Implementationmentioning

confidence: 99%

“…Especially relevant bodies of work to draw from include those centered on competency-based education, 12,[25][26][27] interprofessional education and collaboration, 28 and online learning strategies. 29 Teachers for implementation should be strategic but generous with co-learning opportunities for implementation researchers and practitioners. Such opportunities may advance both the science of implementation and its application in practice.…”

Section: How To Teach For Implementationmentioning

confidence: 99%

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Teaching for implementation: A framework for building implementation research and practice capacity within the translational science workforce

Leppin

Baumann

Fernández

et al. 2021

J. Clin. Trans. Sci.

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Section: How To Teach For Implementationmentioning

confidence: 99%

Section: How To Teach For Implementationmentioning

confidence: 99%

Teaching for implementation: A framework for building implementation research and practice capacity within the translational science workforce

Leppin

Baumann

Fernández

et al. 2021

J. Clin. Trans. Sci.

View full text Add to dashboard Cite

show abstract

“…While the conceptual relationship between the two is discussed, there's a dearth of research on pedagogical strategies for vocational education integration (Gunasekara, 2008;Reed & Stavreva, 2006). The impact of technology on critical thinking through information literacy lacks empirical study and limited assessment methods (Goodsett, 2020;Knight, 2006). Cultural and geographical perspectives are often disregarded.…”

Section: Key Factors Influencing Critical Thinking：information Literacymentioning

confidence: 99%

Construction of Critical Thinking Model for Vocational Students in China: New Normal Perspective

Yanxi,

Devi,

Joseph

2023

IJARBSS

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The rise of artificial intelligence signifies a transition into the intelligent age, compelling educational institutions to design skills training initiatives for workers to adapt to AI-induced transformations. In this digital era, comprehensive cognitive skills, notably creativity and critical thinking, are prized attributes, less susceptible to automation, and fundamental for societal prosperity amid the era of rapid information dissemination. The purpose of this study is to develop a conceptual framework to understand the key factors of vocational student's critical thinking in Chinese vocational universities. We reviewed the related research published since 1930 and analyzed four factors (social culture, teaching methods, individual characteristics, and information literacy). Based on the Vygotsky's socio-cultural theory ,we identify the key factors related to critical thinking and formed a conceptual model of vocational student critical thinking. For further research, we will use stratified sampling to select 400 vocational students to conduct a questionnaire survey from 3 universities in Sichuan, China. The conceptual model and possible outcome will help us better understand the main factors of vocational student critical thinking and the impact of job seeking, which will provide implications for scholars and policymakers in this field.

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“…There are many features that characterize learning objects, as they have an important role in the educational process, and they have a great impact on the educational aspect, among the most important characteristics of learning objects are as follows (Crisan, 2020), (Dolgopolovas, 2018), (Spitz, 2020), (Goodsett, 2020):…”

Section: Introductionmentioning

confidence: 99%

Developing A Digital Knowledge Platform Based on Educational and Technical Standards to Design Auto-Produced E-Learning Objects in Sultanate of Oman

Shemy

2021

المجلة الدولیة للمناهج والتربیة التکنولوجیة

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E-learning is the use of digital technologies to increase classroom engagement such as, the Internet, interactive multimedia, and other means. This study aimed to measure the effectiveness of a digital knowledge platform (generator) based on the educational and technical standards which allow Omani teachers, interested persons and other stakeholders to design and produce e-learning objects by their own without the need to have high educational and technical skills. It only requires the teacher to add the educational content, including the activities, evaluations, and auxiliary media to that generator in light of a specific mechanism, so that at the end and within a very limited time and without any effort that may represent a burden on teachers, they will eventually obtain a stand-alone learning object, this object will be automatically uploaded to the platform and will be available to all registered users in the generator, and the teachers can re-use this object for any other purposes and in any other educational context. To examine the platform, a questionnaire was distributed to a group of 100 Omani teachers to assess the ease of use, accessibility, and efficacy from their point of view. The questionnaire consisted of seventeen statements that reflected the study's objectives. In terms of simplicity of use, accessibility, and efficacy, it was found that most teachers (88%) agreed about the easiness and usefulness of the generator. This indicates that instructors are in desperate need of and ready to utilize the proposed generator to enhance the learning process.

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Assessing the Potential for Critical Thinking Instruction in Information Literacy Online Learning Objects Using Best Practices

Cited by 11 publications

References 30 publications

Teaching for implementation: A framework for building implementation research and practice capacity within the translational science workforce

Teaching for implementation: A framework for building implementation research and practice capacity within the translational science workforce

Construction of Critical Thinking Model for Vocational Students in China: New Normal Perspective

Developing A Digital Knowledge Platform Based on Educational and Technical Standards to Design Auto-Produced E-Learning Objects in Sultanate of Oman

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