The effect of instructor information provision on critical thinking in students using asynchronous online discussion

C. Klisc; T. McGill; V. Hobbs

doi:10.1079/BJN2002694

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The effect of instructor information provision on critical thinking in students using asynchronous online discussion

Journal article

Open access

Peer reviewed

The effect of instructor information provision on critical thinking in students using asynchronous online discussion

C. Klisc, T. McGill and V. Hobbs

International Journal on E-Learning, Vol.11(3), pp.247-266

2012

DOI: https://doi.org/10.1079/BJN2002694

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Abstract

The facilitation of critical thinking is one of the most frequently discussed potential benefits of the asynchronous online discussion environment, but many studies have reported that it does not occur to any great extent. This study investigated the effect of information provided to students on the facilitation of their critical thinking outcomes as perceived by their instructors. The study examined the effect of three main types of information that can be given to students at the commencement of the discussion: information about the purpose of the discussion activity, information on how discussion postings will be graded, and examples of graded postings. It also explored the impact of preparatory sessions aimed at helping students understand the concepts of critical thinking. The study found that information on the purpose of the discussion activity and how postings would be graded were important in the facilitation of critical thinking, while the results for examples of graded postings and preparatory sessions were inconclusive.

Details

Title: The effect of instructor information provision on critical thinking in students using asynchronous online discussion
Authors/Creators: C. Klisc (Author/Creator)
T. McGill (Author/Creator)
V. Hobbs (Author/Creator)
Publication Details: International Journal on E-Learning, Vol.11(3), pp.247-266
Publisher: Association for the Advancement of Computing in Education (AACE)
Identifiers: 991005541142507891
Murdoch Affiliation: School of Information Technology
Language: English
Resource Type: Journal article

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