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Maximizing Critical Thinking Skills with Technology
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, , California State University, San Bernardino, United States

EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

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Abstract

Students in liberal education courses (LEs) are often unmotivated and disinterested-particularly in literature classes, since students rarely read for pleasure. LEs also challenge instructors to provide high-quality education in large classrooms. Using Bloom's taxonomy to organize instructional activities with online tools motivates students to understand and enjoy literature while developing critical thinking skills. Quizzes check knowledge and aid comprehension thus preparing students for in-class discussions (application, analysis and synthesis). BBs allow students to develop ideas initiated during class and chat discussions (evaluation). Surveys monitor student needs and progress plus provide for self-assessment and reflection (i.e. metacognitive skills). The course structure supports students' cognitive development while also encouraging understanding of the value of a liberal education. Student satisfaction is high while faculty report excellent outcomes.

Citation

Nelson, T. & Oliver, W. (2004). Maximizing Critical Thinking Skills with Technology. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3982-3986). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE). Retrieved January 24, 2021 from .

© 2004 Association for the Advancement of Computing in Education (AACE)

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References

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Cited By

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  • The Effects of Integrating E-learning into the Direct-instruction Model

    Yu-Chu Yeh, Institute of Teacher Education, National Chengchi University, Taiwan; Li-Chuan Lin, Taipei Jingwen High School, Taiwan; Kai-Ming Huang & Chi-Che Lin, National Chengchi University, Taiwan; Yueh-Yin Peng, NationalChengchi University, Taiwan

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 1539–1543

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