Influence of Online Discussion Design for Critical Skill Thinking Development

Influence of Online Discussion Design for Critical Skill Thinking Development

Felicity Healey-Benson

University of Wales Trinity Saint David
Business Campus, High Street, Swansea, Wales, SA1 1NE
felicity.healey-benson@uwtsd.ac.uk

 

11th July 2019

Abstract

With pressures to prepare students for work, life and citizenship in highly interconnected and technology-immersed societies (Scott, 2015), expectations placed on educators to integrate technologies within teaching practices is expected to grow exponentially (Bernard, 2017).    Critical Thinking is named as one of the priority skills required (WEF, 2018; Deloitte, 2018). Online Discussion (OD) has become an important pedagogical tool in both distance education courses and for supplementing classroom discourses (Klisc et al., 2017). Whilst some research in to OD use in tertiary education has been shown to enhance critical thinking skill outcomes pedagogical approaches used within these processes are rarely investigated (Kalelioğlu & Gülbahar 2014; Osborne, 2018).  Furthermore little research has been statistically and systematically conducted to examine educator’s conscious efforts to promote interactions in online courses (Cho & Cho, 2016). This causal quantitative case study aimed to investigate the factors which may contribute to or influence an educator’s employ of OD, and how this may impact upon their perception of its contributory value as a critical skill development tool.


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