Online interaction in social learning environment towards critical thinking skill: A framework

Abstract

Interaction is one of the crucial processes in online learning, which is a process derived from a common encouragement among people action that they able to utilize, store, share and construct knowledge. It is believed that the interaction among students is able to train the students to involve in active learning and enhance critical thinking skill. Recently, critical thinking is recognized as one of the 21st-century skills that students must have to do well in the community. The engagement of the students in a learning environment that supports higher-order thinking activity is the most effective approach to guide the students in developing critical thinking skills. Nevertheless, without the assistance of technology, it may be nearly impossible to ensure that all students have access to learning environments that support and develop these skills. The way students study, interact and think has been shifted due to the increasing use of technologies in learning institutions, particularly during online learning. The online platform is better when there are students interact with each other in form of social learning. Nonetheless, limited research is available on how online interaction in the social learning environment can promote students’ critical thinking skill. This study utilized a theory-building method to design the framework. The purpose of the framework of this study is to assist other practitioners and researchers in applying the elements of online interaction in a social learning environment to foster students’ critical thinking skill.

The impact of 3CM model within blended learning to students' creative thinking ability

“…All of the discussions above have led to the conclusion that students' mathematical problem solving skills, creativity, and independence can be improved through the good roles of teachers, series of opportunity to discuss with group partners, and looking for certain information and data. Boelens and La Heij (2017) argued that learning runs well if there is an interaction between students, condusive situation, and encouragement from the teachers (Husssin et al, 2019). Students' creativity would also increase within such condition (Soh, 2017;Henriksen, 2016).…”

“…When a person utilizes his/her logical thinking to create something creative, their divergent thinking skills will produce new notion or taught to overcome the issues. On the other side, logical thinking includes rational and coherent process to check and legalize the summary of problem solving that a person has made (Husssin, Harun & Shukor, 2019).…”

“…Moreover, it is compulsory to enrich the learning resouces from which the students get help to obtain data or information used in solving the problem. To do this, teacher can involve technology as one of learning tools and sources in the learning process (Husssin et al, 2019). Thus, teacher should not master the content of materials only, but also pedagogical learning skills to be able to deal with technology.…”

Towards Understanding the Development of 21st Century Capabilities: A Scoping Review of Critical Thinking

“…Sitting with ambiguity, being skeptical, recognizing perspective [20,21,22,23,24] Being open-minded, habitually inquisitive, flexible, fair-minded, self-aware, while maintaining credibility/honesty [25,20,26,27,28,29,22,30,31,32,33,34] Asking open-ended and critical questions [35,36,27,37] Identifying issues and relevance, information gathering [38,39,31] Problem framing, embodied, experiencing/taking on different frames/perspectives, seeking clarification [39,40,41]…”

Connectivity Characteristics and Level of Acceptance Linked to Online Learning by Higher Education Students During the Confinement Generated by the Covid-19 Pandemic

“…Online learning environments tend to significantly reduce social interaction between students. However, this is a crucial element in the training process that should be encouraged (Hussin, Harun, & Shukor, 2019a, 2019b. Interaction between students promotes critical thinking, involving participants even more in the learning activity, which in turn increases the levels of personal commitment to the course, peers, and teacher (Im & Kang, 2019).…”