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Efficacy of problem-based learning in promotion of critical thinking in online graduate courses.

机译：基于问题的学习在在线研究生课程中促进批判性思维的功效。

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摘要

In today's complex and highly competitive global society, it is necessary for students to graduate from higher education institutions with the ability to think critically on both a professional and personal level. This mixed-method study investigated the effect of online problem-based learning on the development of critical thinking in two graduate education courses in a small university in the northeastern United States. Qualitative data were collected from reflection journals, focus group and individual interviews, and course artifacts. The data were analyzed to identify indications of critical thinking in synchronous and asynchronous communications. Qualitative data were also used to identify the participants' perceptions of their development of critical thinking. Quantitative data were collected through an online Dimensions of Critical Thinking survey. Data from the survey supported the findings of the qualitative data and provided a broader perspective and rich description of the participants. The findings of the study indicate that online problem-based learning promotes the development of critical thinking in graduate education courses. Participants attributed their development of critical thinking to the process of problem-based learning in the online environment. They articulated that they were able to apply critical thinking in their teaching practices. Through the process of online problem-based learning, participants developed a habit of critical thinking and found that they changed their pedagogical practices.
机译：在当今复杂且竞争激烈的全球社会中，学生有必要从高等教育机构毕业，并具有在专业和个人层面上进行批判性思考的能力。这项混合方法研究在美国东北部一所小型大学的两个研究生教育课程中研究了基于在线问题的学习对批判性思维发展的影响。定性数据来自反思期刊，焦点小组和个人访谈以及课程工件。分析数据以确定在同步和异步通信中批判性思维的迹象。定性数据还用于识别参与者对其批判性思维发展的看法。通过在线批判性思维调查收集了定量数据。来自调查的数据支持定性数据的发现，并为参与者提供了更广阔的视野和丰富的描述。研究结果表明，基于问题的在线学习促进了研究生教育课程中批判性思维的发展。参与者将其批判性思维的发展归因于在线环境中基于问题的学习过程。他们明确表示，他们能够在教学实践中运用批判性思维。通过基于问题的在线学习过程，参与者养成了批判性思维的习惯，并发现他们改变了教学方式。

著录项

  • 作者

    Sims, Michelle Gadilhe.;

  • 作者单位

    Capella University.;

  • 授予单位 Capella University.;
  • 学科 Education Teacher Training.;Education Technology of.;Education Higher.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 169 p.
  • 总页数 169
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教师;高等教育;
  • 关键词

  • 入库时间 2022-08-17 11:38:28

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