Do Electronic Discussions Create Critical Thinking Spillovers?

DeLoach, Stephen B.; Greenlaw, Steven A.

doi:10.1093/cep/byi012

Cited by 18 publications

(10 citation statements)

References 20 publications

(23 reference statements)

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“…As collaborative pedagogies become more and more popular, we must be concerned that the pedagogies as implemented do in fact impact learning (e.g., Bullen 1998;DeLoach and Greenlaw 2003). Thus, we would urge that surveys of student engagement like NSSE include items that address the learning aspect of interaction.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Learning through collaboration: student perspectives

Osman

Duffy

Chang

et al. 2011

Asia Pacific Educ. Rev.

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This research examines the effectiveness of collaborative learning pedagogies from the perspective of students. There is a rich history of research on collaborative learning demonstrating the effectiveness and this has led to indexing educational quality by student engagement. However, the findings from this study question the efficacy of collaborative pedagogies in their actual implementation. While collaboration was a part of the most highly rated learning experiences, these pedagogies were typically described as ineffective. Key factors that students see associated with effective collaboration are reported. The students' perceptions of learning as reflected in their comments on collaborative learning, implications for setting expectations for college learning, and needs for faculty development are discussed.

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Section: Conclusion and Recommendationsmentioning

confidence: 99%

Learning through collaboration: student perspectives

Osman

Duffy

Chang

et al. 2011

Asia Pacific Educ. Rev.

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show abstract

“…Stephen DeLoach and Steven Greenlaw (2005) identified ''critical thinking spillovers'' that are not present in traditional classroom discussions and writing assignments. They particularly noted that the arguments made by students tend to improve in response to the quality of the responses they receive from their peers.…”

mentioning

confidence: 99%

Online Discussion, Student Engagement, and Critical Thinking

Williams

Lahman

2011

Journal of Political Science Education

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“…For example, group work with computers has been found to provide support for: relatively autonomous learning on the part of students (Collins & Berge, 1996, Jonassen, 1994Ocker & Yaverbaum, 1999); increased collaboration and negotiation (Blake 2000;Fernandez-Garcia & Martinez-Arbelaiz, 2002;Kern, 1995;Kim, 1998;Pellettieri, 2000;Repman, 1993;Smith, 2003, andWarschauer, 1996); a higher quality of exploratory talk and cognitive discourse (Davis & Thiede, 2000;Irvine, 2000;Sengupta, 2001); greater problem solving competencies and higher order thinking (DeLoach & Greenlaw, 2002;Kamhi-Stein, 2000;MacKinley, 1999); development of writing skills and literary uses of language (Warschauer, 2004;Schultz, 1996).…”

Section: An Interactive Approach To Computer Use For Language Learningmentioning

confidence: 99%

<b>Elaboration and validation of an ESL/EFL software evaluation instrument</b><br>DOI:10.5007/2175-8026.2011n60p305

Borges

2011

R. Ilha do Desterro A J. of En. Language, Lit. in English and C

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Abstract:This study aimed at elaborating and validating an ESL/ EFL software evaluation instrument that encompassed the principles of Communicative Language Teaching and an interactive approach to computer use for language learning. Once the instrument was elaborated, it was tested for its internal consistency and inter-item and inter-rater reliability. The results of the Pearson Coefficient and the ICC Coefficient measures indicated high levels of inter-rater reliability for the group of 26 teachers. The Cronbach's Alpha Coefficients for the three programs indicated that the ESL/EFL software evaluation instrument had adequate levels of inter-item reliability. These results suggest that the ESL/EFL software evaluation instrument has high levels of internal consistency. These results indicate that the evaluation instrument has a high degree of reliability. The positive indicators of reliability obtained from the procedures used to assess the inter-rater reliability and the internal consistency and the face and content validity attributed to the instrument suggest that the ESL/EFL software evaluation 306 Vládia M. C. Borges instrument is potentially valid for assessing the degree to which ESL/EFL software programs develop language skills according to the Communicative Language Teaching principles and an interactive approach to computer use in language learning.

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Do Electronic Discussions Create Critical Thinking Spillovers?

Cited by 18 publications

References 20 publications

Learning through collaboration: student perspectives

Learning through collaboration: student perspectives

Online Discussion, Student Engagement, and Critical Thinking

<b>Elaboration and validation of an ESL/EFL software evaluation instrument</b><br>DOI:10.5007/2175-8026.2011n60p305

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