The Effect of Instructional Techniques on Critical Thinking and Critical Thinking Dispositions in Online Discussion

Fılız Kalelıoğlu · Yasemin Gülbahar

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Education and Critical Thinking Development Online and Blended Learning Educational Strategies and Epistemologies

Abstract

The aim of this research study was to explore the effect of instructional techniques on critical thinking and critical thinking dispositions in online discussion, based on triangulation design. Six Thinking Hats, Brainstorming, Role Playing, Socratic Seminar, and Anyone Here an Expert, were selected as an instructional techniques for online discussion. In the quantitative part, according to the results of ANOVA, except Socratic Seminar, there is no difference between groups in terms of scores of pre-tests and post-tests of critical thinking dispositions. In the qualitative part, according to the results of the analysis of critical thinking in online discussion, the Mixed Techniques group performed as having the best ability of critical thinking, the Anyone Here an Expert group was second and the Brainstorming group was third in terms of performing critical thinking ability in online discussion.

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2007Designing and Conducting Mixed Methods Research 2011Critical Thinking: What It Is and Why It Counts 2004Learner motivation and E-learning design: A multinationally validated process 1999Teaching for Critical Thinking: Helping College Students Develop the Skills and Dispositions of a Critical Thinker 2009Effects of an online problem based learning course on content knowledge acquisition and critical thinking skills 2003The Sequential Analysis of Group Interaction and Critical Thinking in Online 2006The influence of instructional methods on the quality of online discussion 2005Using Socratic Questioning to Promote Critical Thinking Skills Through Asynchronous Discussion Forums in Distance Learning Environments

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