Cultivating Critical Thinking Skills in Online Course Environments

Todd, Curtis L.; Ravi, Kokila; McCray, Kenja

doi:10.4018/978-1-7998-3022-1.ch043

Cited by 3 publications

(4 citation statements)

References 2 publications

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“…The study raises questions about the methods used to teach critical thinking in college and emphasizes the need for more effective approaches to ensure lasting improvements in critical thinking skills and attitudes among students. Todd et al (2021) go beyond theoretical concepts and standards. Their article provides practical applications through case studies, demonstrating a model and framework for student engagement.…”

Section: Literature Reviewmentioning

confidence: 99%

AI-generated content tools and students’ critical thinking: Insights from a Chinese university

Zou,

Su,

et al. 2023

IFLA Journal

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This study examines the impact of artificial-intelligence-generated content tools on students’ critical thinking skills and their attitudes towards these tools. A survey of 851 students from a Chinese university was conducted to investigate their usage patterns, motivations, perceived benefits and risk awareness, and the importance of critical thinking skills. The study also explores how libraries and librarians can help students develop critical thinking skills. The findings reveal that male and non-binary students utilized artificial intelligence tools more frequently, highlighting a research gap. The study uncovers motivations such as saving time and effort. It also demonstrates students’ awareness of the risks and limitations, emphasizing the need for critical thinking skills in navigating artificial-intelligence-generated content tools. These findings have significant implications for academic libraries, as students expressed a desire for education and training in artificial intelligence literacy and critical thinking. Libraries can provide resources, workshops and guidance to empower students in informed and critical thinking practices.

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Section: Literature Reviewmentioning

confidence: 99%

AI-generated content tools and students’ critical thinking: Insights from a Chinese university

Zou,

Su,

et al. 2023

IFLA Journal

View full text Add to dashboard Cite

show abstract

“…The research procedure should therefore be not constrained to gathering data, information, facts, or evidence and piecing it together to generate a report. Conversely, it represents an inquiry-based approach whereby the investigator posits questions and secures solutions via vigorous critical thought and introspective evaluation (Todd et al, 2021;Sirajudin, 2019;Nagari et al, 2018). Thereby further, the research procedure becomes cyclical and dynamic, involving ongoing modification and reflection (Todd et al, 2021;Wahyuningsih & Satyananda, 2018).…”

Section: Significant Role Of Critical Thinking In Academic Research M...mentioning

confidence: 99%

“…Conversely, it represents an inquiry-based approach whereby the investigator posits questions and secures solutions via vigorous critical thought and introspective evaluation (Todd et al, 2021;Sirajudin, 2019;Nagari et al, 2018). Thereby further, the research procedure becomes cyclical and dynamic, involving ongoing modification and reflection (Todd et al, 2021;Wahyuningsih & Satyananda, 2018). To put it succinctly, the researcher reinterprets ideas, acquires new data if applicable, and reevaluates and alters the study question, subject, or approach.…”

Section: Significant Role Of Critical Thinking In Academic Research M...mentioning

confidence: 99%

Needs Assessment Report Adopting a Mixed-Method Design: Chinese Postgraduates’ Impressions of Critical Thinking Approach in Research Method Course

Wei

2023

EJEL

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In the contemporary milieu of academia and quotidian endeavors, the faculty of critical thinking is recognized as an essential and irreplaceable aptitude for each individual. Over the course of recent decades, the subject of critical thinking has garnered substantial attention across the sphere of higher education, with Chinese students being no exception. The present investigation seeks to elucidate the exigencies evaluation of international Chinese postgraduate students' perceptions pertaining to the incorporation of critical thinking methodologies within research methods coursework, in conjunction with their requisites and expectations for the inculcation of critical thinking proficiencies as an integral constituent of the academic writing curriculum. This empirical inquiry, employing a mixed-methods approach, drew upon the Critical Thinking Disposition Inventory (CTDI) as its primary instrument. A total of 147 Chinese international college master's students voluntarily partook in the study. The resultant data revealed that the understanding of critical thinking abilities among the overseas Chinese postgraduate population was marked by ambiguity and perplexity. Such a phenomenon can be attributed to the influence of the traditional Chinese educational system, which engenders a prevalent indifference towards critical thinking competencies among the majority of the international Chinese postgraduate demographic. To address the exigency of bolstering their scholastic achievements and enhancing their thesis-writing efficacy through more analytical and critical means, the Chinese postgraduate respondents underscored the imperative to amalgamate critical thinking skills into their research methods coursework. Article visualizations:<img src="/-counters-/soc/0026/a.php" alt="Hit counter" />

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“…Evaluation of online teaching must also be designed to address the "Higher Order Thinking" skills of Bloom's Taxonomy. The questions must include multidimensional responses for allowing students to gain mastery over the subject (Todd et al, 2021).…”

Section: Online Pedagogymentioning

confidence: 99%

Online machine drawing pedagogy—A knowledge management perspective through maker education in theCOVID‐19 pandemic era

Sharma¹,

Prasad²,

Rambabu³

2021

Knowl Process Manag

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Drawing is a visual mode of communication. Teaching drawing requires one-to-one personal interaction among the tutor and the learner. The technical drawing is no exception, and it requires a considerable amount of imagination skills. On-line mode of pedagogy shall be occupying a substantial portion of the mode of delivery in teaching and learning during, as well as, after the coronavirus disease 2019 (COVID-19) pandemic era. This work focuses on the training and knowledge sharing of machine drawing skills through online mode, which is the requirement of the present era. A knowledge management perspective for machine drawing pedagogy is involved in this work. Challenges in the online pedagogy of machine drawing are deliberated through Ishikawa diagram and service Failure Modes and Effects Analysis. A maker education perspective of online machine drawing pedagogy is delineated. An approach toward knowledge workforce, knowledge transfer, and tacit knowledge is adopted for online teaching of machine drawing. Finally, conclusions are drawn in context of online pedagogy for a spatial visualization-based course like machine drawing.

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Cultivating Critical Thinking Skills in Online Course Environments

Cited by 3 publications

References 2 publications

AI-generated content tools and students’ critical thinking: Insights from a Chinese university

AI-generated content tools and students’ critical thinking: Insights from a Chinese university

Needs Assessment Report Adopting a Mixed-Method Design: Chinese Postgraduates’ Impressions of Critical Thinking Approach in Research Method Course

Online machine drawing pedagogy—A knowledge management perspective through maker education in theCOVID‐19 pandemic era

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