Critical thinking, self-direction and online learning: A practical inquiry perspective in higher education.

摘要

Due to the proliferation of computer-mediated courses in higher education and the importance placed on promoting self-direction and higher-order critical thinking skills in our college and university classrooms, there is need to investigate theoretical frameworks with the potential to explain and shape online learning practice. The purpose of this study was to investigate the extent of higher-level critical thinking exhibited by two groups of graduate students enrolled in the same online course approximately one year apart. Central elements of the study's self-directed learning design were student control of the learning environment, critically reflective thought, and learner responsibility.; The researcher used a process of qualitative content analysis to study and code the posted discourse of 37 graduate students to determine their exhibited level of higher-order critical thinking in the domain of cognitive presence. Garrison's model of practical inquiry provided the theoretical basis for data collection. The content analysis coding process was implemented using a pretest-posttest, nonequivalent control group study design. The research emphasis of this study was unique in that it was from an adult self-directed learning paradigm. Student control of the learning environment, critically reflective thought, and learner responsibility were all central elements of this study's instructional design.; Study findings indicated that students tend to operate at the lower levels of critical thinking and only progress through higher levels when challenged to do so by the instructor. In this study, experimental group students were impacted by the planned intervention to the point that the frequency of their higher order critical thinking comments improved. This indicates that learners can be self-directed and apply new learning strategies, increasing their level of critical thinking when challenged to do so.; Among researcher recommendations was that faculty should be provided with the professional development opportunities necessary to assist them in learning instructional strategies and design techniques that have been developed to foster higher-level critical thinking in the classroom whether that classroom is face-to-face or computer-mediated. This study suggested that the Practical Inquiry Model can be an appropriate instructional tool to be considered for incorporation into faculty development activities.