Collaborative Critical Thinking in Online Environment

Khoshneshin, Zohreh

doi:10.1016/j.sbspro.2011.10.366

Cited by 10 publications

(9 citation statements)

References 11 publications

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“…In the 21st century framework of learning, also bothered with problem solving skills, critical thinking skills, information and technology skills (Sinprakob & Songkram, 2015;Jame Bellanca & Ron Brandit, 2010). Based on Khoshneshin (2011), to cause more questions in both questioner and responder and at the same time engaging students in deeper thinking, he suggest to use the critical thinking questions such as Socratic PBL questioning.…”

Section: Instructional Toolsmentioning

confidence: 99%

“…From his research, the good structured of WBBs significantly fostered students' critical thinking skills and attitudes; the teaching of Socratic questioning assisted students in the process of making decisions; and after disclosure of Socratic questioning, students maintained their critical skills without the lecturer's further facilitation. These discoveries imply that by utilising structured WBB discussions with PBL Socratic questioning might become the effective pedagogy to develop students' critical thinking skills (Khoshneshin, 2011).…”

Section: Content Development Toolsmentioning

confidence: 99%

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Problem Based Learning to Enhance Students Critical Thinking Skill via Online Tools

Hussin¹,

Harun²,

Shukor³

2018

ASS

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Critical thinking in 21st century has been recognized as a skill for citizens. Critical thinking is define as the intellectual thinking skills like analyzing, reasoning, problem solving, creative thinking, making judgement and good decision maker. One way to enhance critical thinking skill is by Problem Based Learning (PBL) approach and it is already widely utilized in educational course as problem solving in learning assessment. Meanwhile, an online tool is the effective approach for teaching and learning in worldwide nowadays. Recently, the previous papers more focus on PBL and the outcome of critical thinking, but not the process, tools to support especially in the new era of learning. There is quite a few paper discuss about using online tools in PBL and critical thinking. The purpose of this review is to look into how the online tools were tackled by previous scholars and the latest trends on online tools in PBL to enhance critical thinking skill. The finding is based on past articles from the other researchers before. Hopefully, this study will contribute to the introduction of a new era of understanding the importance of PBL to enhance critical thinking skill via online tools.

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Section: Instructional Toolsmentioning

confidence: 99%

Section: Content Development Toolsmentioning

confidence: 99%

Problem Based Learning to Enhance Students Critical Thinking Skill via Online Tools

Hussin¹,

Harun²,

Shukor³

2018

ASS

View full text Add to dashboard Cite

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“…Critical thinking questions produce more questions for responder and questioner. Thus, such questions connect the students in thinking in their areas of study (McKnight in Khoshneshin, 2011). Mcknight suggested to promote critical thinking skills and motivate students in an online environment by using the prompts like Socratic questioning.…”

Section: Online Interaction In Social Learning To Promote Critical Thmentioning

confidence: 99%

Online interaction in social learning environment towards critical thinking skill: A framework

Husssin

2019

J. Technol. Sci. Educ.

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Interaction is one of the crucial processes in online learning, which is a process derived from a common encouragement among people action that they able to utilize, store, share and construct knowledge. It is believed that the interaction among students is able to train the students to involve in active learning and enhance critical thinking skill. Recently, critical thinking is recognized as one of the 21st-century skills that students must have to do well in the community. The engagement of the students in a learning environment that supports higher-order thinking activity is the most effective approach to guide the students in developing critical thinking skills. Nevertheless, without the assistance of technology, it may be nearly impossible to ensure that all students have access to learning environments that support and develop these skills. The way students study, interact and think has been shifted due to the increasing use of technologies in learning institutions, particularly during online learning. The online platform is better when there are students interact with each other in form of social learning. Nonetheless, limited research is available on how online interaction in the social learning environment can promote students’ critical thinking skill. This study utilized a theory-building method to design the framework. The purpose of the framework of this study is to assist other practitioners and researchers in applying the elements of online interaction in a social learning environment to foster students’ critical thinking skill.

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“…Learners engage in higher mental processes when creating knowledge through social negotiations and interactions [14]. During this engagement, students ask and respond to questions, reflect on contributions from their peers, show initiatives and become responsible for their own and other's learning [15].…”

Section: Related Workmentioning

confidence: 99%

Use of Intelligent Agents in Collaborative MLearning: Case of Facilitating Group Learner Interactions

Njenga¹,

Oboko²,

Omwenga³

et al. 2017

IJMECS

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Abstract-Intelligent agents have been used in collaborative learning. However, they are rarely used to facilitate group interactions in collaborative m-learning environments. In view of this, the paper discusses the use of intelligent agents in facilitating collaborative learning in mobile learning environments. The paper demonstrates how to design intelligent agents and integrate them in collaborative mobile learning environments to allow group learners to improve their levels of group knowledge construction. The design was implemented in a collaborative mobile learning system running on Modular Object-Oriented Dynamic Learning Environment (Moodle) platform. The application was used in some experiments to investigate the effects of those facilitated interactions on the level of group knowledge construction. The results showed improved levels of group knowledge construction in instances where the facilitations were enabled compared to where they were disabled. The paper concludes that the use of intelligent agents in facilitating learner group interactions in collaborative mobile learning environments improves the levels of group knowledge construction. For future work, the use of intelligent agents can be tested in other areas of group interactions to enhance group learning.

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Collaborative Critical Thinking in Online Environment

Cited by 10 publications

References 11 publications

Problem Based Learning to Enhance Students Critical Thinking Skill via Online Tools

Problem Based Learning to Enhance Students Critical Thinking Skill via Online Tools

Online interaction in social learning environment towards critical thinking skill: A framework

Use of Intelligent Agents in Collaborative MLearning: Case of Facilitating Group Learner Interactions

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