Subject: [IFETS-DISCUSSION:4553] critical thinking skills
From: Brent Muirhead (bmuirhead@email.uophx.edu)
Date: Fri 14 Mar 2003 - 05:46:08 MET
From: "Brent Muirhead" <bmuirhead@email.uophx.edu> Subject: [IFETS-DISCUSSION:4553] critical thinking skills Date: Fri, 14 Mar 2003 17:46:08 +1300
Greetings Mark!
People often ask me what is the most difficult aspect of online
teaching. I would say that one of the more challenging tasks involves
the integration of critical thinking skills into the virtual setting.
Teachers who want to enhance the teaching and learning process realize
that fostering critical thinking skills will require extra work to
effectively communicate complex ideas to their students. Bullen's
research (1998) reveals that a student's ability to demonstrate critical
thinking skills during online discussions is influenced by four major
factors:
a.. cognitive maturity
b.. teaching style of instructor
c.. student's prior learning experiences
d.. degree of understanding the critical thinking process
The list of factors reveals that students will vary in their
understanding of critical thinking skills and cognitive abilities.
Therefore, teachers will need to develop a set of strategies that will
help them to meet a diversity of student needs. Also, it should be
acknowledged that teaching higher order thinking skills is just as
challenging in the traditional face-to-face classroom.
Stephen Downs mentions in a recent note to our group that traditional
learning tends to have a stronger control element to it. This is an
important point because excessive teacher control can restrict student
learning and growth. Graduate education can carry a certain element of
fear due to various academic and political pressures but control factor
is always present. Unfortunately, even online degree programs can suffer
from similar problems. Perhaps, the teaching of critical thinking skills
highlights the need for a certain balance in our educational approaches.
Students at every academic level need both clear guidance and the
freedom to explore and take risks. This requires having teachers who are
sensitive to the needs and abilities of their students and who are
willing to experiment with various teaching methods to effectively meet
their needs.
Reference
Bullen, M. (1998). Participation and critical thinking in online
university distance education. Journal of Distance Education. 13
(2).Available: http://cade.icaap.org/vol13.2/bullen.html
Brent Muirhead D.Min., Ph.D.
Area Chair, MAED Curriculum & Technology
University of Phoenix Online
bmuirhead@email.uophx.edu
770-751-1783 (EST)
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