Creating Enabling Environment for Student Engagement: Faculty Practices of Critical Thinking

Abstract

Critical thinking (CT) is considered an important attribute in practice disciplines and faculty members in nursing, medicine, and education are expected to facilitate the development of CT in their graduates so that these individuals can be critical, reflective, competent, and caring professionals and service providers. When students are actively engaged in their learning, and classrooms have an enabling environment, CT is promoted. Teachers must reflect upon their pedagogy when students do not participate in stimulating discussions, or asks questions in class. Research suggests that lack of understanding of CT affects teachers' CT practices in the classroom. Literature supports that teaching learning activities and opportunities that emphasize encouragement of students' participation in classroom fosters communication, student engagement, creativity, self -directedness and CT. Thus, it is vital to explore the teaching practices of educators that promotes or hinders students' CT. This study aimed to identify perceptions and practices of CT among educators from the disciplines of nursing, medicine, and education in higher education in Karachi. A descriptive exploratory design was used in the study. Using a purposive sample, 12 educators participated in this study. Data was collected via in-depth interviews and classroom observations. Data was analyzed manually; four major themes emerged from the content analysis. This paper focuses on the findings of educators' practices of CT in a classroom setting, which indicates that teachers needs to be aware that an enabling learning environment is necessary to promote students' CT. Moreover, the educators should create an enabling learning environment by focusing on the physical, psychological and intellectual components to promote CT in students.

Increasing student engagement via a combined roundtable discussion and flipped classroom curriculum model in an OT and special education classroom

“…Disengaged students also do not display the critical thinking skills necessary for creating occupation-based interventions or stimulating learning. Cassum et al (2017) suggested that when educators provide active learning opportunities in the classroom, the activities should foster communication, student engagement, creativity, self-directedness, and critical thinking The experiences of students in both courses indicated that student engagement and participation were positively impacted using this hybrid curriculum model. The active learning strategies the flipped classroom, peer instruction and classroom discussion were important to the success of the model.…”

Critical thinking dispositions’ level among neophyte nursing students

“…Critical thinking improves when students are engaged with active teaching and learning strategies. 17 However, despite of the research supporting that the benefits of utilizing different teaching learning strategies, nursing teachers are still utilizing traditional teaching learning strategies. 18 Parenting role is considered important for the cognitive and behavioral development of the student.…”

“…Thirty-three between ages 15-20 years are found in progressive creativity CTD level. Female students are more at the progressive creativity CTD scores (37) as compared to male students (17). The majority of the students with matric from public sector school and FSc from private sector school are at progressive level of creativity CTD.…”

An enquiry into the role of classroom management in enhancing learners’ social skills

“…An effective seating arrangement must, however, facilitate learners according to the teaching-learning methodology in use, such as collaborative learning, lecture style, group work, etc. (Cassum & Gul., 2017). The technologically advanced, modern classroom of today demands that the physical arrangements of the classroom align with teaching-learning tools and equipment.…”