Allen, M. (2008). Promoting critical thinking skills in online information literacy instruction using a constructivist approach. College & Undergraduate Libraries, 15(1-2), 21; 21-38; 38.
Instruction based upon constructivist theory places the student at the center of the learning environment, while the instructor serves as a guide or facilitator. In direct contrast, traditional learning places the learning in a more passive role, simply mirroring or reproducing knowledge that was provided by the instructor.
Bai, H. (2012). Students' use of self-regulatory tool and critical inquiry in online discussions. Journal of Interactive Learning Research, 23(3), 209-225.
This paper discusses critical inquiry in two groups of students' online discussions. One group of the students received training in using the practical inquiry model to regulate their online discourse and code their posts, while the other group of the students were informed of the model, but were not trained to use the model as a self-regulatory tool and code online posts.
Chassels, C., & Melville, W. (2009). Collaborative, reflective, and iterative japanese lesson study in an initial teacher education program: Benefits and challenges. Canadian Journal of Education, 32(4), 734-763.
This paper investigates the benefits and challenges of engaging teacher candidates in Japanese lesson study, defined as a collaborative, reflective, and iterative teacher development processes by analyzing reflective papers submitted by 60 teacher candidates studying at an Ontario faculty of education, engaging 20 practicum associate teachers in a group discussion, and considering the reflective notes of the course instructor.
Chiang, A. C., & Fung, I. P. (2004). Redesigning chat forum for critical thinking in a problem-based learning environment. Internet and Higher Education, 7(4), 311-328. Doi: 10.1016/j.iheduc.2004.09.006
By advancing the capabilities of chat room and forum software, problem-based discussions for learning can be supported further in online learning environments. In this paper, the authors report on MALESAbrain, an intelligent learning tool.
Darabi, A., Arrastia, C. M., Nelson, W. D., Cornille, T., & Liang, X. (2011). Cognitive presence in asynchronous online learning: A comparison of four discussion strategies. Journal of Computer Assisted Learning, 27(3), 216-227. doi: 10.1111/j.1365-2729.2010.00392.x
Using mixed methods, this article examined the contribution of four scenario-based online discussion strategies – structured, scaffolded, debate and role play – to the learners' cognitive presence, the outcome of the discussion.
Domínguez-Flores, N., & Wang, L. (2011). Online learning communities: Enhancing undergraduate students' acquisition of information skills. The Journal of Academic Librarianship, 37(6), 495-503. doi:10.1016/j.acalib.2011.07.006
The purpose of this study was to investigate the effectiveness of online learning communities (OLC) on enhancing the undergraduate students' acquisition of information skills. OLC was compared with online tutorials and one-shot face-to-face sessions designed to facilitate students' information skill acquisition
Klisc, C., McGill, T., & Hobbs, V. (2012). The effect of instructor information provision on critical thinking in students using asynchronous online discussion. International Journal on E-Learning, 11(3), 247-266. Request this article through Interlibrary Loan
This study investigated the effect of information provided to students on the facilitation of their critical thinking outcomes as perceived by their instructors. The study examined the effect of three main types of information that can be given to students at the commencement of the discussion: information about the purpose of the discussion activity, information on how discussion postings will be graded, and examples of graded postings.
Hattwig, D., Bussert, K., Medaille, A. & Burgess, J. (2013). Visual literacy standards in higher education: New opportunities for libraries and student learning The John Hopkins University Press. doi:10.1353/pla.2013.0008
Across the higher education curriculum, students are being asked to use and produce images and visual media in their academic work. The Association of College and Research Libraries has published the Visual Literacy Competency Standards for Higher Education, which present new opportunities for libraries to expand their role in student learning through standards-based teaching and assessment.
Junk, V., Deringer, N., & Junk, W. (2011). Techniques to engage the online learner. Research in Higher Education Journal, 10, 1-15.
This paper is a review of the recent literature regarding electronic pedagogy - the term for preparing materials for the online learner. A list of twenty reported components for success is identified and then augmented with what the authors have learned during seven years of teaching online WebCT and Blackboard classes.
Kalelioglu, F., & Gulbahar, Y. (2014). The effect of instructional techniques on critical thinking and critical thinking dispositions in online discussion. Educational Technology & Society, 17, 248+.
The aim of this research study was to explore the effect of instructional techniques on critical thinking and critical thinking dispositions in online discussion, based on triangulation design. Six Thinking Hats, Brainstorming, Role Playing, Socratic Seminar, and Anyone Here an Expert, were selected as an instructional techniques for online discussion.
Kristine Artello. (2014). What they learned: Using multimedia to engage undergraduates in research. Innovative Higher Edcuation, 39(2), 169-179. doi:10.1007/s10755-013-9266-z
Today’s employers seek high levels of creativity, communication, and critical thinking, which are considered essential skills in the workplace. This article explains the assignment of producing a public service announcement that integrates research, collaborative learning, and creativity into an introductory survey course; and discusses the support necessary for students’ success.
Kurubacak, G. (2006). Improving critical think skills through online synchronous communications: A study of learners' attitudes toward building knowledge networks. Educational Technology & Society, 17(1), 248+.
The main purpose of this study is to investigate the College learners' attitudes toward Online Synchronous Communications (OSCs) to build knowledge networks. Also, this study focuses on how to improve these learners' critical thinking skills via synchronous communicational activities.