Critical Thinking and Collaboration in Post-Secondary Online Education
Laurie Posey, The George Washington University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Web-based education provides a rich environment for developing the critical-thinking skills needed for collaborative problem-solving. This study investigated the impacts of cognitive flexibility hypermedia (CFH) on quality of collaboration and critical-thinking performance during computer-supported collaborative learning (CSCL). CFH did not significantly impact CSCL outcomes. Students' critical thinking scores were stable across assignments, and evidence suggested that higher performing students may have helped to improve the critical-thinking scores of lower performing students during CSCL. Discourse analysis revealed an emphasis on integrative postings, providing evidence of critical thinking within all CSCL groups. Students reported that communications and team cohesion problems impeded CSCL. These results provide a basis for further research regarding the conditions required for successful CSCL and the relationship between critical self-reflection and collaborative problem-solving.
Posey, L. (2007). Critical Thinking and Collaboration in Post-Secondary Online Education. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1770-1774). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE).
© 2007 Association for the Advancement of Computing in Education (AACE)