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Critical Thinking in Asynchronous Online Discussions: Examining the Role of the Student Facilitator
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, , , National Institute of Education, Singapore

Global Learn, in Penang, Malaysia ISBN 978-1-880094-79-2 Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

This paper is part of a larger study that investigates the types of facilitation techniques exhibited by student facilitators and how these techniques may foster in-depth levels of critical thinking in asynchronous online discussions. Data were collected from ten discussion forums, involving education major students. The top 30% of forums in terms of the most number of in-depth critical thinking incidences were first identified (i.e., higher-level group). Next, the bottom 30% forums were identified as the lower-level critical thinking group. Results indicated that student facilitators in the higher-level group acknowledged the participants’ contributions, and posted more questions than their counterparts in the lower-level forums. Facilitators in the high-level group also tended to pose questions throughout the entire discussion, unlike those in the lower-level group who only posted questions at the start of the discussion. Six types of questioning techniques were found. Directions for future research are proposed.

Citation

Hew, K.F., Cheung, W.S. & Jumain, S.N. (2010). Critical Thinking in Asynchronous Online Discussions: Examining the Role of the Student Facilitator. In Z. Abas, I. Jung & J. Luca (Eds.), Proceedings of Global Learn Asia Pacific 2010--Global Conference on Learning and Technology (pp. 4210-4215). Penang, Malaysia: Association for the Advancement of Computing in Education (AACE). Retrieved August 20, 2019 from .

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