An experiment in group learning technology: evaluating critical thinking in face-to-face and computer-supported seminars

David Newman, C. Johnson, Clive Cochrane, Brian Webb

Research output: Contribution to journalArticle

Abstract

Can learning quality be maintained in the face of increasing class size by the use of Computer Supported Co-operative Learning (CSCL) technologies? In particular, can Computer-Mediated Communication promote critical thinking in addition to surface information transfer? We compared face-to-face seminars with asynchronous computer conferencing in the same Information Management class. From Garrison's theory of critical thinking and Henri's critical reasoning skills, we developed two ways of evaluating critical thinking: a student questionnaire and a content analysis technique. We found evidence for critical thinking in both situations, with some subtle differences in learning style. This paper provides an overview of this work.
Original languageEnglish
Pages (from-to)57-74
Number of pages18
JournalIpct - J
Volume4 (1)
Publication statusPublished - 1996

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experiment
learning
Group
computer-mediated communication
cooperative learning
information management
content analysis
questionnaire
evidence
student

Cite this

Newman, David ; Johnson, C. ; Cochrane, Clive ; Webb, Brian. / An experiment in group learning technology: evaluating critical thinking in face-to-face and computer-supported seminars. In: Ipct - J. 1996 ; Vol. 4 (1). pp. 57-74.
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An experiment in group learning technology: evaluating critical thinking in face-to-face and computer-supported seminars. / Newman, David; Johnson, C.; Cochrane, Clive; Webb, Brian.

In: Ipct - J, Vol. 4 (1), 1996, p. 57-74.

Research output: Contribution to journalArticle

TY - JOUR

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AU - Johnson, C.

AU - Cochrane, Clive

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AB - Can learning quality be maintained in the face of increasing class size by the use of Computer Supported Co-operative Learning (CSCL) technologies? In particular, can Computer-Mediated Communication promote critical thinking in addition to surface information transfer? We compared face-to-face seminars with asynchronous computer conferencing in the same Information Management class. From Garrison's theory of critical thinking and Henri's critical reasoning skills, we developed two ways of evaluating critical thinking: a student questionnaire and a content analysis technique. We found evidence for critical thinking in both situations, with some subtle differences in learning style. This paper provides an overview of this work.

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