Exploring Effects of Media Type and Delivery Technology on Facilitating Critical Thinking Among College Students

Reychav, Iris; Warkentin, Merrill; McHaney, Roger

doi:10.1177/0047239515598506

Cited by 6 publications

(4 citation statements)

References 37 publications

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“…However, since the participants knew that during the test they would not be allowed to use the notes that some of them took during the lecture, they did their best to memorise the lecture's content. In accordance with the MNT (Kock 2005), we suggest that the low level of medium naturalness in the oneway videoconferencing condition imposed a high cognitive load on the learners (Reychav, Warkentin and McHaney 2015;Tapsis and Tsolakidis 2015), which affected their scores on the achievement test. However, contrary to our first hypothesis and to the predictions of the MNT, participants in the one-way videoconferencing condition gained more inferential knowledge compared to those in the two-way videoconferencing condition.…”

Section: Discussionsupporting

confidence: 77%

How do medium naturalness and personality traits shape academic achievement and perceived learning? An experimental study of face-to-face and synchronous e-learning

Blau¹,

Weiser²,

Eshet-Alkalai³

2017

Research in Learning Technology

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This controlled experiment examined how academic achievement and cognitive, emotional and social aspects of perceived learning are affected by the level of medium naturalness (face-to-face, one-way and two-way videoconferencing) and by learners' personality traits (extroversion-introversion and emotional stabilityneuroticism). The Media Naturalness Theory explains the degree of medium naturalness by comparing its characteristics to face-to-face communication, considered to be the most natural form of communication. A total of 76 participants were randomly assigned to three experimental conditions: face-to-face, one-way and two-way videoconferencing. E-learning conditions were conducted through Zoom videoconferencing, which enables natural and spontaneous communication. Findings shed light on the trade-off involved in media naturalness: one-way videoconferencing, the less natural learning condition, enhanced the cognitive aspect of perceived learning but compromised the emotional and social aspects. Regarding the impact of personality, neurotic students tended to enjoy and succeed more in face-to-face learning, whereas emotionally stable students enjoyed and succeeded in all of the learning conditions. Extroverts tended to enjoy more natural learning environments but had lower achievements in these conditions. In accordance with the 'poor get richer' principle, introverts enjoyed environments with a low level of medium naturalness. However, they remained focused and had higher achievements in the face-to-face learning.

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Section: Discussionsupporting

confidence: 77%

How do medium naturalness and personality traits shape academic achievement and perceived learning? An experimental study of face-to-face and synchronous e-learning

Blau¹,

Weiser²,

Eshet-Alkalai³

2017

Research in Learning Technology

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“…Similar findings from previous research revealed that using these devices assisted undergraduate students strengthen their critical thinking skills. Additionally, tablets as digital devices were implemented in English language classrooms to encourage students' critical thinking (Reychav et al, 2015;Bagdasarov et al, 2017). These devices could be considered one of the focuses on applying technologies to enhance critical thinking in ELT.…”

Section: Research On Technology Integration To Promote Critical Think...mentioning

confidence: 99%

Exploring EFL University Teachers’ Technology Integration to Promote Thai EFL University Students’ Critical Thinking Skills

Rungsawang,

Pookcharoen

2023

ELT

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The purpose of the study was to investigate EFL university teachers' lived experiences with technology integration in order to foster critical thinking skills among Thai EFL university students. To explore teachers’ experiences, a phenomenological qualitative research approach was implemented. There were 16 EFL university teachers who were purposefully selected to participate in the study because they could provide valuable experiences relating to utilizing technologies to foster critical thinking skills in English language classrooms. Phenomenological semi-structured interviews and class observations were used to elicit teachers' experiences. The field notes obtained from the class observations were organized, and the data derived from the interviews were transcribed. The significant statements relating to promoting critical thinking skills through the use of technology in English language instruction were highlighted, and those statements were clustered into different units of meanings or themes. The findings revealed that utilizing different technologies to conduct English language learning activities encouraged specific aspects of critical thinking skills, namely exploring additional information, sharing thoughts and perspectives, analyzing information, and giving reasons to strengthen opinions. Additionally, by integrating a range of technology, those aspects of critical thinking abilities were promoted in specific English language skills. Further findings of the study regarding problems and their solutions for implementing technologies to promote critical thinking skills in English classrooms were discussed later.

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“…It also improves the retention of knowledge through understanding instead of memorising. By using media type such as video presentation, it was found to be more effective in analyzing critical thinking (Raychav et al 2015 [18]). Year 5 students who have been exposed more to PBL seemed to have high percentage of agreement for all the questions, the highest being that they appreciate teamwork (100%).…”

Section: Effectiveness -Understand Concept and Process Of Pbl Integrmentioning

confidence: 99%

Motivating Factors and Effectiveness of Problem-based Learning in Dental Education

Masud

Nordin

Hassan

2018

Int J Innov Educ Res

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Problem-based learning (PBL) is a learning approach that involves the use of interdisciplinary problems to trigger learning. The process of PBL encouraged students to be familiar with methods of search for knowledge creating new sets of learning needs which may not have been covered in the traditional teaching and learning (T&L). The result of review on available researches that compares PBL with traditional methods of medical education showed the superiority of PBL approach. However, in another critical review of published articles on PBL revealed no convincing evidence that it improves knowledge acquisition and clinical performance over traditional methods of T&L. Thus this study was carried to assess motivating factors in PBL and its effectiveness in creating student centred learning for clinical dental undergraduates. PBL triggers were introduced during the first of the three, two hours sessions for ninety one clinical students of year 3, 4 and 5 of the Faculty of Dentistry, Universiti Teknologi MARA, Malaysia. Sixteen questions were given to students during the third session and motivating factors and effectiveness of PBL were analysed. The results showed that majority of students perceived solving problems together was interesting and stimulate learning. Sharing of new information broaden their learning approach, critical thinking, creativity and communication skills. PBL is effective in internalising deep learning approach for dental undergraduates and encourage them towards active, interesting team participation in knowledge gain. PBL also motivated students to seek scientific knowledge independently towards achieving the desired learning outcomes. Knowledgeable, constructive and dedicated facilitators made the T&L experience interesting, stimulating and interactive for the students. Keywords: PBL, Motivating Factors, Effective SCL (Student-centred learning)

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Exploring Effects of Media Type and Delivery Technology on Facilitating Critical Thinking Among College Students

Cited by 6 publications

References 37 publications

How do medium naturalness and personality traits shape academic achievement and perceived learning? An experimental study of face-to-face and synchronous e-learning

How do medium naturalness and personality traits shape academic achievement and perceived learning? An experimental study of face-to-face and synchronous e-learning

Exploring EFL University Teachers’ Technology Integration to Promote Thai EFL University Students’ Critical Thinking Skills

Motivating Factors and Effectiveness of Problem-based Learning in Dental Education

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