Building knowledge networks through project-based online learning: A study of developing critical thinking skills via reusable learning objects

2007 ◽  
Vol 23 (6) ◽  
pp. 2668-2695 ◽  
Author(s):  
Gulsun Kurubacak
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Objects ◽  
Critical Thinking Skills ◽  
Knowledge Networks ◽  
Reusable Learning Objects

Heutagogy Approach Using Trello Online Learning on the Critical Thinking Skills Amongst Students With Different Learning Styles

2019 ◽  
pp. 41-55
Author(s):  
Mohan Rathakrishnan ◽  
Arumugam Raman
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
Online Discussion ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Foundation Programme ◽  
The University ◽  
The Given

Trello online discussion has become one of the important strategies for the University Utara Malaysia Management Foundation Programme student to teach other students to think critically in conveying their ideas and become more proactive and creative in critical thinking subject. In a heutagogical approach, learners become highly autonomous and self-determined while learning online. They use Trello online discussion tool as self-determination learning. Trello enable the learners to use their capacity and capability with the goal of producing learners. Trello online learning was conducted to examine its effectiveness in enhancing macro critical thinking among active-reflective learning style. The students discuss and write their ideas in Trello. Ideas that are posted in Trello will be displayed in front of the class so that the entire learners in the class could see the given ideas. Paul's model was used to analyze learners' critical thinking in Trello online discussion.

scholarly journals Online interaction in social learning environment towards critical thinking skill: A framework

2019 ◽  
Vol 9 (1) ◽  
pp. 4
Author(s):  
Wan Tur Tasnim Wan Husssin ◽  
Jamalludin Harun ◽  
Nurbiha A Shukor
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Social Learning ◽  
Learning Environment ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Online Interaction ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Learning Institutions

Interaction is one of the crucial processes in online learning, which is a process derived from a common encouragement among people action that they able to utilize, store, share and construct knowledge. It is believed that the interaction among students is able to train the students to involve in active learning and enhance critical thinking skill. Recently, critical thinking is recognized as one of the 21st-century skills that students must have to do well in the community. The engagement of the students in a learning environment that supports higher-order thinking activity is the most effective approach to guide the students in developing critical thinking skills. Nevertheless, without the assistance of technology, it may be nearly impossible to ensure that all students have access to learning environments that support and develop these skills. The way students study, interact and think has been shifted due to the increasing use of technologies in learning institutions, particularly during online learning. The online platform is better when there are students interact with each other in form of social learning. Nonetheless, limited research is available on how online interaction in the social learning environment can promote students’ critical thinking skill. This study utilized a theory-building method to design the framework. The purpose of the framework of this study is to assist other practitioners and researchers in applying the elements of online interaction in a social learning environment to foster students’ critical thinking skill.

scholarly journals The Use of Android-Based PhET Simulation as an Effort to Improve Students' Critical Thinking Skills during the Covid-19 Pandemic

2020 ◽  
Vol 14 (19) ◽  
pp. 31
Author(s):  
Faiz Hasyim ◽  
Tjipto Prastowo ◽  
Budi Jatmiko
Keyword(s):  
Online Learning ◽  
High School Students ◽  
Critical Thinking ◽  
Junior High School ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental

<p class="16">Covid-19 spurs teachers to carry out online learning. This study aimed to analyze the improvement of students' critical thinking skills through online learning based on Android-based PhET Simulation. This research was Quasi-Experimental using one group pre-test and post-test design involving 27 students of class VIII who program science subjects at MTs Alif Laam Miim Surabaya, Indonesia. The research instrument used critical thinking skills tests that have met valid and reliable requirements. Before and after learning activities, students were given a pre-test and a post-test. The data collected was analyzed descriptively quantitatively. The results showed that there was an increase in students' critical thinking skills with an average N-gain of 0.57, in the medium category. The highest N-gain was achieved in the "interpretation" indicator, which is 0.83 in the high category and the lowest in the "analysis" indicator, which is 0.39 in the moderate category. This study concluded that learning science by using an Android-based PhET Simulation can improve the critical thinking skills of junior high school students.</p>

Heutagogy Approach Using Trello Online Learning on the Critical Thinking Skills Amongst Students With Different Learning Styles

2021 ◽  
pp. 2090-2104
Author(s):  
Mohan Rathakrishnan ◽  
Arumugam Raman
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
Online Discussion ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Foundation Programme ◽  
The University ◽  
The Given

Trello online discussion has become one of the important strategies for the University Utara Malaysia Management Foundation Programme student to teach other students to think critically in conveying their ideas and become more proactive and creative in critical thinking subject. In a heutagogical approach, learners become highly autonomous and self-determined while learning online. They use Trello online discussion tool as self-determination learning. Trello enable the learners to use their capacity and capability with the goal of producing learners. Trello online learning was conducted to examine its effectiveness in enhancing macro critical thinking among active-reflective learning style. The students discuss and write their ideas in Trello. Ideas that are posted in Trello will be displayed in front of the class so that the entire learners in the class could see the given ideas. Paul's model was used to analyze learners' critical thinking in Trello online discussion.

scholarly journals Analysis of Students' Critical Thinking Abilities Using The PDEODE Strategy in Terms of Cognitive Style Through Online Learning

2021 ◽  
Vol 1 ◽  
pp. 19-26
Author(s):  
Tabitha Sri Harteti Wulandari
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Cognitive Style ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Exploratory Research ◽  
Research Subjects ◽  
Thinking Ability ◽  
Ability Tests ◽  
On Line

The  existence  of the  Covid-19   pandemic  in  2020  resulted  in  learning  being carried  out on-line.  However, critical  thinking  skills are still  honed in  the learning process. The  purpose  of this  study  was  to  obtain  a description of the  critical  thinking  skills  of students  of Mathematics  Education   2019,  PGRI  Ronggolawe   Tuban  University  in  the Environmental Knowledge  course  using the PDEODE  strategy on the Reflective cognitive style  and   Impulsive  cognitive   style.  This  type   of  research   is  descriptive  exploratory research, Data collection  techniques  used MFFf (Matching  Familiar  Figures  Test  (MFFT) and  critical  thinking   ability  tests.  The  research  subjects  were  12  students.  The  results showed  that:  1)  There were 5  students  with  a reflective cognitive style and 7 students  with an 9pulsive cognitive  style.  2) The average results of critical thinking  skills for all aspects of critical thinking  components  in the reflective cognitive  style group are:  40%  for high category    20%  for  moderate  category    40%  for  low  category   while  in  the  impulsive cognitive  style group: 28.6%  for high fJ.tegory   28.6%  for  medium  category,  and 42.8% for  low  category.  The conclusion   is  that the PDEODE  strategy can  be applied  in online learning  to empower  critical  thinking  ski! ls  in  terms of reflective  and impulsive cognitive styles.

scholarly journals IDENTIFIKASI BERPIKIR KRITIS STANDAR ANALISIS LEVEL KINERJA NOVICE DENGAN MODEL PEMBELAJARAN ONLINE LEARNING MODEL

2020 ◽  
Vol 3 (1) ◽  
pp. 87-96
Author(s):  
Indah Rahayu Panglipur ◽  
Lutfiyah Lutfiyah
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Mathematical Problem ◽  
Thinking Skills ◽  
Learning Model ◽  
Performance Level ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Geometric Problems ◽  
Level Data

Learning activities were carried out online or the Online Learning Model (OLM) in the era of the Covid-19 pandemic. Every student who participates in OLM is trained in critical thinking and regularly improves the solving of a mathematical problem. This research used qualitative research with a descriptive approach. Researchers were interested in identifying critical thinking standards of analysis at the Novice Performance Level with the Online Learning Model (OLM) in Geometry Lectures in solving geometric problems based on students' Critical thinking skills with analysis indicators. Subjects were taken based on the assignment score on the material. Subjects were grouped into 3 abilities, namely low ability (Re), medium ability (Se), and high ability (Ti). The number of subjects was three people who were taken from each group at each level. Data were collected using 2 mutually supporting instruments, namely the test instrument and the interview instrument. The validation used was expert validation and content validation. The results showed that online learning activities or the Online Learning Model (OLM) can be identified that subjects with low abilities fulfill all indicators in the analysis stage, while not meeting all indicators for moderate and high student abilities because the Novice performance level is in accordance with its understanding, namely the lowest level where the subject had not been able to solve the given problem at all.

scholarly journals Online Learning in Higher Education to Encourage Critical Thinking Skills in the 21st Century

2018 ◽  
pp. 146-153
Author(s):  
Dewi Kusuma Wardani ◽  
Trisno Martono ◽  
Laurensia Claudia Pratomo ◽  
Duta Sabiila Rusydi ◽  
Dwi Hendra Kusuma
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Critical Thinking ◽  
21St Century ◽  
Thinking Skills ◽  
Critical Thinking Skills

The Effect of Hots-Oriented Worksheets with Barcode Assistance in Online Learning on Critical Thinking and Creatives of Students of Class XI SMAN 1 HARAU

2021 ◽  
Vol 14 (1) ◽  
pp. 15
Author(s):  
Trio Junira Fernando ◽  
Yenni Darvina ◽  
Silvi Yulia Sari ◽  
Letmi Dwiridal ◽  
Fanny Rahmatina Rahim
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Kinetic Theory ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning System ◽  
Kinetic Theory Of Gases ◽  
Significant Difference ◽  
Critical And Creative Thinking

This study aims to see the effect of hots oriented job sheets with barcode assistance in online learning to the students' critical and creative thinking on heat and the kinetic theory of gases learning topic in grade xi of 1st harau district senior high school. This type of research is a quasi-experiment with a randomized only control group design. This study involved two classes, the first class as the experimental class using hots-oriented job sheets with barcode assistance and the second class as the control class. Data collection techniques in the form of a written test with a graded essay question model. The assessment is based on observable indicators of critical and creative thinking skills. data analysis using qualitative descriptive analysis techniques. The results showed that there was an increase in the ability to think critically and creatively. the experimental class was 57% and the control class was 12%. Based on the research results it can be concluded that: First, after implementing HOTS-oriented worksheets assisted by barcodes in online learning, there was an increase in students' critical thinking skills and creative skills in the experimental class. Second, there is a significant difference in the improvement of students' critical and creative thinking skills in the experimental class after implementing HOTS-oriented job sheets assisted with barcodes in online learning compared to the control class that did not apply the job sheets. Third, HOTS-oriented worksheets assisted with barcodes are very suitable to be applied in schools with an online learning system because they can improve students' critical thinking skills and creative thinking skills on heat material and the kinetic theory of gases.

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