Critical thinking in online learning
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This document summarizes an analysis of critical thinking in online learning. It includes inclusion and exclusion criteria for relevant studies focusing on concepts related to critical thinking in online discussions, asynchronous discussions, and distance education. It then summarizes the methods, participants, contexts, data collection, and data analysis of 15 different studies on critical thinking in online learning from countries such as Fiji Islands, Canada, United States, Singapore, and Taiwan.
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This study seeks to understand how teacher education programs prepare pre-service teachers for online learning instructional design. The demand for online K-12 courses is growing, but teachers need instructional design skills to create online content. However, it is unclear if teacher programs provide this training. The purpose is to describe programs at Midwestern colleges regarding online learning instructional design preparation through interviews and document analysis. The research will analyze programs' instructional design coursework, objectives, and competencies to understand how pre-service teachers learn these skills.
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SACS Readiness Week: Graduate and Post-Baccalaureate ProgramsJackson State University Center for University Scholars
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Great Books Shared Inquiry increased student achievement on standardized texts in the Washington, D.C., Public Schools and at CS 134 in the Bronx, New York.
Exploring Gender Differences in the Benefits of Undergraduate Research Experi...
This presentation examines the effect of gender on student benefits from Undergraduate Research Experiences (UREs) in STEM disciplines. Much research has documented the benefits of UREs to students. For example, UREs have been shown to enhance students’ research skills, research self-self-efficacy, and understanding of scientific processes, aspirations for graduate education and interests in research oriented STEM careers. While the research is convincing that participation in UREs is related to positive educational outcomes for students in general, little is known about the effect of gender in relationship to URE benefits on students. The few studies that have examined the influence of gender on student benefits from UREs have generated conflicting results. Some studies (e.g., Lopatto, 2004) have reported no significant gender differences in the benefits of URE, while other studies (e.g., Kardash, 2000) documented that male students reported higher gains in their abilities to generate research hypotheses than their female counterparts. Although URE experiences have been shown as effective tools in enlarging the STEM pipeline, harnessing its efficacy to enhance the persistence of female students in STEM disciplines requires that more studies be conducted to clarify gender differences in accrued gains from UREs. This presentation addresses the identified gaps in the literature by investigating gender differences in students’ self-reported pre and post participation levels of research skills, understanding of the scientific process, research self-efficacy and aspirations for graduate education.
Data for the study come from 52 students (Female=32; Male=19) that participated in Purdue University’s Discovery Park’s Undergraduate Research Internship (DURI) program in the summer or fall semesters of 2009 academic session. Interns completed a multi-section pre-post survey instrument requesting them to indicate the extent to which they agreed/disagreed with four Likert-items regarding their research skills (e.g., “I have the ability to have a successful career as a researcher”); six items regarding their understanding of scientific processes (e.g., “understanding of how to formulate a research question”) and eleven items regarding their research skills (e.g., “documenting a research procedure.”) We employed independent sample t-tests to examine gender differences in students’ pre- and post DURI aspirations for graduate schools, research self-efficacy, research skills and understanding of scientific processes. The results revealed no statistically significant differences in any of the variables considered. Further, we calculated accrued gains/benefits from URE by subtracting the pre-participation from the post-participation values of the variables of interest. We observed no statistically significant gender differences in the variables considered. The results suggest that male and female students received similar levels of benefits from the experience.
Our presentation will discuss the importance, implications and applications of the findings to the issues of gender disparity in STEM disciplines. For example, earlier studies have attributed the attrition of women in STEM disciplines to the “abstract” nature of scientific knowledge and concepts. Given that UREs provide students the opportunities to have “hands-on” learning experiences and to understand the societal relevance of their research; we submit that UREs may be effective tools for enhancing the persistence of female students in STEM disciplines.
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Research courses for the EdD
This document discusses skills related to inquiry and evidence that effective education leaders use and that EdD candidates need. It notes that leaders request and use data from others rather than conducting their own research. EdD programs generally require a dissertation involving empirical research. The document proposes a three-course sequence at the University of Colorado Denver to teach necessary inquiry skills, covering conceiving studies, data collection, and analysis. This is intended to balance preparing students for leadership and completing a dissertation capstone project.
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Tim Ferris et al 2008
The document summarizes a study on supporting engineering students in developing skills for communicating research plans. It discusses how earlier studies found students needed help with referencing, writing, and using library databases. The intervention provided students with an online resource to help narrow topics, embedded library and writing workshops, and peer review circles. Assessment results showed students significantly improved their research proposals after participating in the scaffolded academic skills program with support from the library, language, and academic specialists.
Score! Using Competitive Assessment Approaches to Chart Growth in Critical Th...
Teaming up to teach a cohort of incoming freshman athletes during the Fall 2015 semester, a librarian and a faculty member designed a research study to examine the short and long term effects of embedded librarianship on incoming student athletes’ GPA, information literacy skills, and perceptions of research. In this non-credit Life Skills course required for all incoming athletes, the librarian was charged with infusing critical thinking and information literacy in the context of the weekly topics. Both formative and summative assessments were conducted in order to chart student learning. In-class exercises were designed to teach students to approach problems and gaps in their knowledge like researchers. Frequent checks for learning with formal and informal assessments were used in nearly each class. This presentation will not delve into the larger research project but instead will detail the sustainability, practicality, and effectiveness of attempting to measure student learning in the weekly classroom activities.
Forget about the 3Rs, our students need the 3Cs: citation, connectors and cri...
Forget about the 3Rs, our students need the 3Cs: citation, connectors and cri...IL Group (CILIP Information Literacy Group)
The document discusses the need for students to develop three key information literacy skills: citation, use of connectors in searches, and critical thinking. Testing of students at the author's institution and others found that students struggled most with citation skills, effective use of search connectors like AND and OR, and applying critical thinking to searches. The author advocates teaching these "3Cs" through embedding activities in courses, online tutorials, and on library webpages to improve student learning and help them make connections between courses. Formal and informal testing can then inform how libraries and teaching staff approach information literacy instruction.Reading Resources WK5 Babbie, E. (2017). Basics of social rese.docx
Reading Resources WK5
Babbie, E. (2017). Basics of social research (7th ed.). Boston, MA: Cengage Learning.
· Chapter 5, “Conceptualization, Operationalization, and Measurement”
Burkholder, G. J., Cox, K. A., & Crawford, L. M. (2016). The scholar-practitioner’s guide to research design. Baltimore, MD: Laureate Publishing.
· Chapter 4, “Quantitative Research Designs”
Laureate Education (Producer). (2009d). Quantitative methods: An example [Video file]. Baltimore, MD: Author.
Research Theory, Design, and Methods Walden University
© 2016 Laureate Education, Inc. Page 1 of 2
Research Questions and Hypotheses Checklist
Use the following criteria to evaluate an author’s research questions and/or
hypotheses.
Look for indications of the following:
• Is the research question(s) a logical extension of the purpose of the
study?
• Does the research question(s) reflect the best question to address the
problem?
• Does the research question(s) align with the design of the study?
• Does the research question(s) align with the method identified for
collecting data?
If the study is qualitative, does the research question(s) do as follows?
• Relate the central question to the qualitative approach
• Begin with What or How (not Why)
• Focus on a single phenomenon
• Use exploratory verbs
• Use nondirectional language
• Use an open-ended format
• Specify the participants and research site
If the study is quantitative:
• Do the descriptive questions seek to describe responses to major
variables?
• Do the inferential questions seek to compare groups or relate variables?
• Do the inferential questions follow from a theory?
• Are the variables positioned consistently from independent/predictor to
dependent/outcome in the inferential questions?
• Is a null and/or alternative hypothesis provided as a predictive statement?
Research Theory, Design, and Methods Walden University
© 2016 Laureate Education, Inc. Page 2 of 2
• Is the hypothesis consistent with its respective research question?
• Does the question(s) and/or hypothesis specify the participants and
research site?
If the study is mixed methods, do the research questions and/or hypotheses do
the following?
• Include the characteristics of a good qualitative research question (as
listed above)
• Include the characteristics of a good quantitative research and/or
hypothesis (as listed above)
• Indicate how the researcher will mix or integrate the two approaches of the
study
• Specify the participants and research site
• Convey the overall intent of the study that calls for a mixed methods
approach
Research Questions and Hypotheses Checklist
...
00_gabbard.ppt
Researchers administered surveys based on the Technology Acceptance Model (TAM) and Student Disconfirmation Model (SDM) to students in an online and traditional English composition class. The TAM survey measured students' perceptions of ease of use, usefulness, and attitude toward the online class over time. The SDM survey compared student satisfaction with the instructor, course content, and grading between the two classes. Preliminary analysis found students' perceptions on the TAM generally increased over time for the online class. For the SDM, satisfaction was initially higher for the traditional class but increased more for the online class by the final survey. The study had limitations but further analysis was planned to better understand student acceptance of online classes.
00_gabbard.ppt
Researchers administered surveys based on the Technology Acceptance Model (TAM) and Student Disconfirmation Model (SDM) to students in an online and traditional English composition class. The TAM survey measured students' perceptions of ease of use, usefulness, and attitude toward the online class over time. The SDM survey compared student satisfaction with the instructor, course content, and grading between the two classes. Preliminary analysis found students' perceptions on the TAM generally increased over time for the online class. On the SDM, satisfaction was initially higher for the traditional class but increased more for the online class by the final survey. The study had limitations like self-selection and questions about the models' validity warranting further analysis.
Online Evaluations: The Student Experience
The document discusses a study conducted at CTI comparing online and in-person course evaluations. It surveyed 33 students and interviewed 10 students about their experiences filling out online evaluations. The survey found that most students were comfortable providing evaluations online and felt they could be more honest. However, some had concerns that online evaluations allow for anonymity which could influence responses. The interviews revealed that students use prior evaluations but have difficulties accessing and understanding the information. The study concluded CTI's system is effective for gathering feedback but needs improvements to better share past evaluation data with students.
The future of feedback: Evaluation of information and digital literacy teachi...
The future of feedback: Evaluation of information and digital literacy teachi...IL Group (CILIP Information Literacy Group)
This document summarizes Siobhan Dunlop's project evaluating information and digital literacy teaching in higher education. The project aimed to review current evaluation methods and draw conclusions to help choose appropriate methods. Dunlop analyzed 152 articles and found that most evaluations used surveys, skills tests, or analysis of student work. Key limitations included lack of control groups, low response rates, and not accounting for how teaching impacts learning over time. The review concluded that using mixed methods and collaborating with academics could provide more meaningful feedback. Dunlop hopes to improve their evaluations and considers whether surveys should remain the primary method of feedback.Assessment for learning
Workshop session at Durban University Technology's Assessment for Learning Symposium.October 8th 2014
Retention Convention 2010
The document discusses two research strands of the HERE Project investigating student retention. Strand 1 analyzed survey data from three universities which found that 37% of students had doubts about continuing their studies. Doubters were more likely to withdraw than non-doubters. Strand 2 will use these findings to develop a review tool to help universities reduce student withdrawal and increase retention by exploring factors influencing student transition and experiences. Focus groups provided additional insights into doubters' experiences.
Retention Convention 2010
The document discusses two research strands of the HERE Project investigating student retention. Strand 1 analyzed survey data from three universities, finding that 37% of students had doubts about continuing their studies. Doubters were more likely to withdraw than non-doubters. Strand 2 will use these findings to develop a review tool to help universities reduce student withdrawal and increase retention by exploring factors influencing student transition and experiences. Focus groups provided additional insights into doubters' experiences.
Research in the Wild
Research in the Wild: Principles for Successful Practitioner Research from the Inter/National Coalition for Electronic Portfolio Research, a presentation at Researching and Evaluating Personal Development Planning and e-Portfolios, Oxford Belfry, Oxfordshire, England, October 10, 2006
Identifying Research Problems in DE
This document discusses identifying meaningful research problems in distance education. It explains that research problems should stem from practical problems, previous research, or theories. The document also discusses how research questions are related to the purpose of the research, such as describing phenomena, explaining relationships, predicting behavior, or evaluating outcomes. Finally, it provides guidance on defining the research problem by clarifying what it is about, its purpose, and how it will answer the research questions.
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Reading Resources WK5 Babbie, E. (2017). Basics of social rese.docx
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Critical thinking in online learning
- 1. An analysis of critical thinking in online learning Joe Sullivan
- 4. Methods synthesis of studies Bullen (1998) Canada Thirteen students and course instructor Post-Secondary Online discussion, student instructor interviews Quantitative and Qualitative MacKnight (2000) United States University students Post-Secondary Group discussions Socratic questioning Murphy (2004) Canada Eight pre-service FSL teachers Post-Secondary Synthesis of critical thinking models Coding Cheong & Cheung (2008) Singapore Thirty-five secondary students Secondary Online discussion threads Case problems
- 5. Methods synthesis of studies Bruning (2005) United States Sixteen College Business students Post-secondary Discussion and observation of exercise Course evaluations and rubric for scoring Jeong (2003) United States Thirty-four MBA students Post-secondary Observation of online discussions Discussion Analysis Tool Yang, Newby & Bill (2005) United States Sixteen veterinary distance learners Post-secondary Debates and case studies in online discussion Socratic questioning Alexander, Commander, Greenberg & Ward (2010) United States Sixteen veterinary distance learners Post-secondary Three case studies Four questions technique
- 6. Methods synthesis of studies Mandernach, Forrest, Babutzke & Manker, (2009) United States Thirty-six introductory Psychology students Post-secondary Thinking scale and rubric for grading of analysis Qualitative and Quantitative Yang (2008) Taiwan 278 undergrad students Post-secondary Data from online discussion Comparison and experimental groups Chiu (2009) Taiwan 43 third year university students Post-secondary Teacher interviews and student focus groups Qualitative Garrison, Anderson & Archer (2001) United States 21 students and three instructors Post-secondary Content analysis of course transcripts Quantitative coding of transcript discussions
- 8. Findings
- 9. Findings
- 10. Findings
- 11. Findings
- 12. Findings
- 13. Findings
- 14. Findings
- 15. Findings
- 16. Findings
- 17. Findings
- 18. Findings
- 19. Findings
- 20. Findings
- 22. Conclusion
- 23. Implications
- 24. Limitations