The efficacy of asynchronous online learning in the promotion of critical thinking in graduate education.

摘要

This paper describes a study that explored the efficacy of asynchronous online learning in the promotion of critical thinking and students' perceptions of opportunities for critical thinking. Using a case study methodology, research was conducted on three online courses at a distance education program at a major university in New York City.; This study identified four critical thinking indicators that were key in the promotion of critical thinking in an asynchronous online environment: authenticity, community, reflection, and multiple perspectives. The researched courses demonstrated the presence of all four indicators at varying levels. Surveyed students reported opportunities for critical thinking present in the asynchronous online courses.; This study found that asynchronous online learning can support critical thinking with the support of constructivistic instructional design, cooperative/collaborative learning, critically reflective learning strategies, and the opportunity to engage multiple perspectives.