Documentation:Supporting Critical Thinking Online/Introduction

Introduction

Critical thinking is defined in a variety of ways in the educational literature. Sharon Balin et al (1999) offer a broad based and helpful conceptualization. They consider critical thinking as the application of "appropriate criteria and standards to what we or others say, do, or write". This view of critical thinking holds that intellectual resources must be acquired by critical thinkers over time - years, not months. These resources include appropriate background knowledge, an understanding of context specific standards, a repertoire of strategies for thinking about a problem or argument, and certain habits of mind. In the online environment, discussion forums offer an opportunity to think critically about and share perspectives on important themes, questions and ideas. Other approaches may include, collaborative group work, case based or problem based learning.

Instructors and facilitators play an important role in creating the learning environment and facilitating the social and communicative aspects of online learning. Garrison, Anderson, Rourke, et al (2007) incorporate this view in their Community of Inquiry Model. Xin & Feenberg (2006) point out that communication and intellectual engagement are “intertwined and inseparable” and together contribute to collaborative learning.

In this module, we examine the concept of critical thinking as it relates to ‘cognitive presence’, and consider ways in which online facilitators might promote critical thinking. We'll also consider the challenge of assessing critical thinking and learners’ work in online discussion forums, and examine the utility of assessment rubrics.