Peer interaction and critical thinking: Face-to-face or online discussion?

Guiller, Jane; Durndell, Alan; Ross, A. Franklin

doi:10.1016/j.learninstruc.2007.03.001

Cited by 130 publications

(82 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Overall, according to Iverson et al (2005, p. There is no doubt that some groups of students clearly prefer online study over face-to-face based studies. Guiller, Durndell and Ross (2008) undertook research (n=55) at a Scottish University and required students to complete both online and face-to-face elements of a first year module. The research found that 50% of students actually preferred online discussion as opposed to just 37% who preferred the face-to-face classes.…”

Section: Comparing the Effectiveness Of Online And Face-to-face Educamentioning

confidence: 99%

Assessing Quality And Effectiveness In Fully Online Distance Education

Smith

Macdonald

2015

JPAAP

View full text Add to dashboard Cite

Online education has developed over the past two decades, initially in response to a desire to provide distance learning opportunities at degree level for remote communities. The University of the Highlands and Islands [UHI] in Scotland has been at the forefront of this. It has been possible to gain degrees using wholly online learning and teaching processes since 1995. In recent years, institutions across the globe have developed learning materials for online learning in order to both supplement the teaching and learning in faceto-face classes and to enable students to undertake entire programmes using online communications. The most recent developments have been in the advent of MOOCS and SPOCS.This paper seeks to (1) give an overview of the past 20 years of developments in online education, (2) provide a detailed review of recent research relating to standards, satisfaction and effectiveness of online education, (3) consider the costs and benefits across a range of definitions of online education and (4) examine the primary challenges, conflicts and opportunities for online distance learning and teaching in relation to the issues faced by students, educators and institutions.

show abstract

Section: Comparing the Effectiveness Of Online And Face-to-face Educamentioning

confidence: 99%

Assessing Quality And Effectiveness In Fully Online Distance Education

Smith

Macdonald

2015

JPAAP

View full text Add to dashboard Cite

show abstract

“…Scholars and researchers in the field of education have generally reached the conclusion that an efficient way to this aim is encouraging education systems to invest in developing and fostering learners' critical thinking skills (See Implications for higher education (Zhang, 2009), Effects of dialogic learning on value-loaded critical thinking (Frijters, Dam, & Rijlaarsdam, 2008), Peer interaction and critical thinking: Face-to-face or online discussion? (Guiller, Durndell, & Ross, 2008). Reviewing the literature on critical thinking reveals a host of definitions of critical thinking.…”

Section: Critical Thinkingmentioning

confidence: 99%

Manifestation of critical thinking skills in the English textbooks employed by language institutes in Iran

Birjandi¹,

Alizadeh²

2012

IJRSLL

View full text Add to dashboard Cite

Scholars in the field of education have unanimously subscribed to the pivotal role of critical thinking in individuals' life in general and their academic life in particular (Bloom, 1956;Ennis, 2003;Dewey, 1933). The thrust of the current study was to investigate the extent to which the books employed for Teaching English as Foreign Language include critical thinking skills. To attain this goal, 3 series of English books, namely, Top notch, Interchange, and English files series utilized by language institutes in Iran were targeted. Next, a seventy two-item critical thinking checklist based on Likert-scale and consisting of twelve skills; namely, comprehension, application, analysis, synthesis, evaluation, deduction, induction, balanced-thinking, multiple perspective-taking, creative thinking, building community of thinkers, and knowledge was developed. The target skills on the checklist were mainly based on Bloom's taxonomy and the related literature on critical thinking. The checklist was validated by the researchers themselves and some experts in the field and the reliability coefficient was also estimated at 0.86. Then, two raters conducted a content analysis on the books and determined the magnitude of each skill. The data were analyzed through descriptive statistics and inferential statistics (Chi-square and Kruskal-Wallis Non-parametric tests). Findings of the study revealed that the books mainly tapped knowledge, comprehension, application and building community of thinkers skills and failed to acceptably include other skills reported to be of utmost importance for students' academic success. The comparison of the mean rank of the skills in the three books also disclosed that as for lower order thinking skills there wasn't a significant difference among the books; however, as for other skills Top notch was marginally higher. The paper also discusses the lack of critical thinking in the classroom and materials and proposes some ways to include more critical thinking skills in the materials. The results of the study have significant implications for material developers, educational policy makers and teachers.

show abstract

“…Instead of comparing e-learning and campus-based education, the focus should be on finding out when e-learning can be used, how it can be used effectively, and what strengths and weaknesses may exist in e-learning in medical education [15]. Research studies suggest that a combination of teaching methods, such as on-line discussions and face-toface meetings/seminars, appear to develop students' critical thinking in higher education [17].…”

Section: Introductionmentioning

confidence: 99%

Medical Students’ Experiences of Education with Blended Learning: A Qualitative Study of Perceived Advantages and Challenges

Nielsen¹

2013

TOMEDEDUJ

View full text Add to dashboard Cite

Abstract:The aim of the study was to explore medical students' experiences of e-learning and face-to-face meetings (blended learning) with a specific focus on the possibilities of and hindrances to the learning process. A pilot study was conducted with 14 medical students and a main study followed, with 119 medical students participating in three social medicine courses. Of the 119 medical students, 25 took part in a qualitative study evaluating the approach through interviews. These were analysed using manifest content analysis. The findings indicated that blended learning was an appropriate way for medical students to learn about medical insurance issues. The balance between e-learning and face-to-face meetings was satisfactory and the students used a variety of learning strategies when solving authentic patient cases. Some found the pedagogical approach frustrating, since they had to take more responsibility than previously and some were not interested in sharing their knowledge with their fellow students.

show abstract

Peer interaction and critical thinking: Face-to-face or online discussion?

Cited by 130 publications

References 18 publications

Assessing Quality And Effectiveness In Fully Online Distance Education

Assessing Quality And Effectiveness In Fully Online Distance Education

Manifestation of critical thinking skills in the English textbooks employed by language institutes in Iran

Medical Students’ Experiences of Education with Blended Learning: A Qualitative Study of Perceived Advantages and Challenges

Contact Info

Product

Resources

About