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Developing critical thinking skills in a digital educational environment
Thinking Skills and Creativity ( IF 3.652 ) Pub Date : 2021-07-21 , DOI: 10.1016/j.tsc.2021.100906
Liudmila Varenina 1 , Elena Vecherinina 2 , Elena Shchedrina 3 , Ildar Valiev 4 , Artem Islamov 5
Affiliation  

There is a need to develop effective online learning courses or programs that promote critical thinking as a key competence of higher education. The purpose of this study is to examine the preferred learning styles of students as predictors of critical thinking development in online learning. The study involved 489 random third-year students enrolled in different faculties at [BLINDED] University and [BLINDED] Institute. The mean age of respondents was 21 years. This research used the Felder- Soloman's Index of Learning Styles, the 2011 version of the Watson-Glaser Critical Thinking Appraisal (W-GCTA) test, and a Critical Thinking Test (Level 1) developed by Nikita Nepryakhin. Statistical data processing was done using an online calculator. An effectively designed online course that promotes critical thinking should take into account various factors that influence learners’ perception of course material, such as individual styles of learning. To adapt to online learning, students must have a balanced learning profile. This study shows a correlation between preferred learning styles and levels of critical thinking, which must be considered when developing the online learning curriculum and online lesson plans. The results of the study will enable students to better organize their own learning. Teachers can use this information to optimize the course design.



中文翻译:

在数字教育环境中培养批判性思维技能

需要开发有效的在线学习课程或计划,以促进批判性思维作为高等教育的一项关键能力。本研究的目的是检查学生的首选学习方式,作为在线学习中批判性思维发展的预测指标。该研究涉及 489 名在 [BLINDED] 大学和 [BLINDED] 研究所不同学院就读的随机三年级学生。受访者的平均年龄为 21 岁。本研究使用了 Felder-Soloman 学习风格指数、2011 版 Watson-Glaser 批判性思维评估 (W-GCTA) 测试以及 Nikita Nepryakhin 开发的批判性思维测试(1 级)。使用在线计算器完成统计数据处理。一个有效设计的促进批判性思维的在线课程应该考虑影响学习者对课程材料感知的各种因素,例如个人学习风格。为了适应在线学习,学生必须有一个平衡的学习档案。这项研究显示了首选学习方式和批判性思维水平之间的相关性,在开发在线学习课程和在线课程计划时必须考虑到这一点。研究结果将使学生能够更好地组织自己的学习。教师可以使用这些信息来优化课程设计。这项研究显示了首选学习方式和批判性思维水平之间的相关性,在开发在线学习课程和在线课程计划时必须考虑到这一点。研究结果将使学生能够更好地组织自己的学习。教师可以使用这些信息来优化课程设计。这项研究显示了首选学习方式和批判性思维水平之间的相关性,在开发在线学习课程和在线课程计划时必须考虑到这一点。研究结果将使学生能够更好地组织自己的学习。教师可以使用这些信息来优化课程设计。

更新日期:2021-07-30
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