Critical Thinking in a Collaborative Online PBL Tutorial

Abstract

The web has the potential to offer an environment that can support standardized medical education to students dispersed in time or place and, in the process, respond to reduced availability of patients for practice. This exploratory article describes how we evaluated critical thinking in an online collaborative Problem-based Learning (PBL) tutorial built on a platform integrating a well-known course management system and a voice-over the Internet communications tool. We discuss the process and results of evaluating the tutorials by adapting and applying an earlier framework used to measure the level of critical thinking taking place in collaborative online PBL tutorials. Our results indicate that this framework could be used as a method to compare levels of critical thinking between tutorial groups as well as tutorial variables such as case study formats and the types of technology used to support the sessions. The project is entitled "Simulation and Advanced Gaming Environments (SAGE) for Learning and is a bilingual research project with more than 30 researchers, 14 universities, 30 partners studying how technology-based games and simulations can support learning.

Technology Enhanced PBL in HCI Education: A Case Study

“…Initial forms of technology included Internet purely for online research or online tools and environments to facilitate PBL. Several forms of synchronous and asynchronous communication tools and online environments have been identified among studies, such as WebCT [4], Blackboard [5], Blogs and Wikis [6]. Results showed that students preferred to communicate real time due to the immediate type of communication simulating physical interaction [6].…”

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

“…• The OLO asks students to explore or address a real-world problem that requires higher order thinking skills (Dochy, Segers, Van den Bossche, & Gijbels, 2003;Du, Emmersen, Toft, & Sun, 2013;Heft & Scharff, 2017;Kowalczyk, 2011;Miri, Ben-Chaim, & Zoller, 2007;Orique & McCarthy, 2015;Schell & Kaufman, 2009).…”

La evaluación en el Aprendizaje Basado en Problemas (ABP): Resultados de una experiencia didáctica en los estudios universitarios de Bellas Artes

“…Esta faceta reflexiva fue específicamente promovida de tres modos: en cada actividad, mediante la descripción de los procesos, los problemas y soluciones planteadas, y en la justificación de las acciones realizadas; en la discusión de cómo el proyecto propuso una solución a la situación problemática de partida; y en la responsabilidad de proceder a una evaluación entre iguales del trabajo de los compañeros. La literatura ha suscitado dudas acerca la relación existente entre el ABP y el pensamiento crítico, como se observa en los estudios de Kamin, O'Sullivan, Younger & Deterding (2001), Day & Williams (2002), Wessel & Williams (2004), Sanderson (2008), Dehkordi & Hedarnejard (2008), Schell & Kaufman (2009) y Antequera Gallego (2011. No obstante, en la medida en que la dimensión metacognitiva apunta directamente a un enfoque profundo del aprendizaje (Birenbaum, 1996), la reflexión se presenta como el primer fundamento del aprendizaje autónomo y del pensamiento crítico.…”