This study investigated the effects of using Socratic questioning to enhance students' critical thinking (CT) skills in asynchronous discussion forums (ADF) in university-level distance learning courses. The research effort empirically examined two coherent subjects: (a) the efficacy of teaching and modeling Socratic questioning for developing students' CT skills in ADF and (b) the persistence of students' CT skills following the teaching and modeling of Socratic questioning in the ADF. The results indicate (a) teaching and modeling of Socratic questioning helped students demonstrate a higher level of CT skills and (b) students maintained their CT skills after exposure to and modeling of Socratic questioning in the ADF.

Using Socratic Questioning to Promote Critical Thinking Skills Through Asynchronous Discussion Forums in Distance Learning Environments

Background:Academic achievement is one of the most important indicators in evaluating education. Various factors are known to affect the academic achievement of students.Purpose:This study was performed to assess the relationship between critical thinking skills and learning styles and the a

The Relationship Between Critical Thinking Skills and Learning Styles and Academic Achievement of Nursing Students

Effects of Problem-Based Learning Instructional Intervention on Critical Thinking in Higher Education: A Meta-Analysis

In this study, we investigated the effect of type of positive interdependence (roles, rewards, roles-plus-rewards, or no structure) and affiliation motives (high vs. low) in an asynchronous, collaborative learning environment. College reentry students worked together in small, fully online discussion groups that lasted for seven days. Results indicated that participants in groups given roles plus rewards interacted with their teammates significantly more than those given rewards only or no-structured-interdependence conditions. A significant positive correlation suggested that participants with higher numbers of interactions attained higher posttest scores. However, no significant differences were found in achievement by type of interdependence or by affiliation motive. Results also revealed that type of interdependence and affiliation motive had a significant impact on student attitudes. Implications for integrating small group work in online higher education settings are discussed.

/pdf/type-of-positive-interdependence-and-affiliation-motive-in-4u34lmx6e8.pdf

Type of Positive Interdependence and Affiliation Motive in an Asynchronous, Collaborative Learning Environment

The main purposes of this research are to develop, implement, and evaluate an instructional model based on the cognitive approach to enhance critical thinking among trainee students and to develop their abilities in teaching critical thinking to learners. The model was designed utilizing 4 main components of research and development processes and implemented with 15 trainee students whose majors were English and Khmer at the Regional Teacher Training Center. The received data was analyzed using scoring rubrics, descriptive statistics, the Wilcoxon test, and content analysis. The results revealed that there were 6 main components of the developed instructional model: principle, objective, learning content, learning instruction, learning materials, and evaluation. The developed instructional model was at the highest level of applicability ( X ¯  = 4.21, SD = 0.23). Critical thinking learning instruction was designed into 8 steps consisting of: triggering activity, identifying problem, investigating related data, discussing findings, evaluating findings, creating solutions, presenting solutions, and reflecting learning outcome. Trainee students' post critical thinking was much higher than pre-critical thinking implementation, while their abilities in teaching critical thinking were at the exemplary level ( X ¯  = 20.62, SD = 0.28). Trainee students' perceptions toward learning critical thinking and teaching instruction were at the highest level ( X ¯  = 4.28, SD = 0.19).

/pdf/instructional-model-development-to-enhance-critical-thinking-pvuowqmqre.pdf

Instructional model development to enhance critical thinking and critical thinking teaching ability of trainee students at regional teaching training center in Takeo province, Cambodia

(1995). Cooperative learning and critical thinking. Teaching of Psychology: Vol. 22, No. 1, pp. 7-9.

Cooperative learning and critical thinking

Summary Accuracy of expectation was studied as a function of Ss' ethnic background (Mexican-American vs. Anglo-American) and type of expectancy statement (for oneself vs. for another). A perceptual task was given to 30 Mexican-American and 36 Anglo-American seventh grade boys and girls with feedback manipulated so that each S averaged five of 10 correct. Each S then made a self-expectancy statement and was shown the worked answer sheet of an “other” (fictitious) student who was of similar or dissimilar ethnic origin and asked to state an expectancy for this other student. Statistical analyses revealed a marginally significant difference in self Signed Goal Discrepancy (p > .10), indicating that Anglo-Americans were somewhat more accurate in stating self-expectations than Mexican-Americans. Accuracy of expectation was no greater for “other-” than self-expectations (t > 1.0), contrary to predictions. Analysis of other Signed Goal Discrepancy for students of similar or dissimilar ethnic background was nonsig...

Academic Expectations and Stereotyping in Mexican-American and Anglo-American Students

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Cooperative learning and critical thinking

Academic Expectations and Stereotyping in Mexican-American and Anglo-American Students