Tagging thinking types in asynchronous discussion groups: effects on critical thinking

被引：33

作者：

Schellens, T. ^{[1
]}

Van Keer, H. ^{[1
]}

De Wever, B. ^{[1
]}

Valcke, M. ^{[1
]}

机构：

[1] Univ Ghent, Ghent, Belgium

来源：

INTERACTIVE LEARNING ENVIRONMENTS | 2009年 / 17卷 / 01期

关键词：

asynchronous discussion groups; computer-supported collaborative learning; critical thinking; higher education; scripting; ONLINE; DISCUSSIONS; STUDENT;

D O I：

10.1080/10494820701651757

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The present study focuses on the use of thinking types as a possible way to structure university students' discourse in asynchronous discussion groups and consequently promote their learning. More specifically, the aim of the study is to determine how requiring students to label their contributions by means of De Bono's (1991) thinking hats affects the ongoing critical thinking processes reflected in the discussion. The results suggest that tagging thinking types significantly promotes critical thinking in general and the critical thinking processes during problem identification and problem exploration, in particular. More specifically, it appears that requiring students to reflect on the type of thinking in their contributions stimulates more indepth and focused contributions and, more frequent input of new problem-related information and new ideas for discussion.

引用

页码：77 / 94

页数：18

共 35 条

[1] COMPUTER-MEDIATED COLLABORATIVE LEARNING - AN EMPIRICAL-EVALUATION [J].