Stimulating Critical Thinking in a Virtual Learning Community with Instructor Moderations and Peer Reviews

被引：0

作者：

Zhang, Ke ^{[1
,2
]}

Toker, Sacip ^{[3
]}

机构：

[1] Wayne State Univ, Coll Educ, Instruct Technol Program, Detroit, MI 48202 USA

[2] Texas Tech Univ, Lubbock, TX 79409 USA

[3] Wayne State Univ, Coll Educ, Instruct Technol, Detroit, MI USA

来源：

KNOWLEDGE MANAGEMENT & E-LEARNING-AN INTERNATIONAL JOURNAL | 2011年 / 3卷 / 04期

关键词：

Critical Thinking; Peer Review; Instructor Moderation; Virtual Learning Community;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This mixed methods study investigated the dynamic impacts of instructor moderations and peer reviews on critical thinking (CT) in a virtual learning community. Multiple data sets were collected from online discourses, participants' written reflections, and learning artifacts, and analyzed and triangulated with both quantitative and qualitative methods. Both instructor moderations and peer reviews had great impacts on learner's CT in multiple ways, and stimulated CT development throughout the semester. As learners grew with more CT skills, the needs for instructor moderations decreased; yet peer reviews peaked in terms of quantity, length, and depth of discussions. Peer reviews in this study also demonstrated effective questioning patterns, which were positively accepted by students being questioned or criticized, and resulted in changes and improvements in the final learning artifacts. Practical implications for online teaching and learning and community building are discussed, together with suggestions for future research.

引用

页码：534 / 547

页数：14

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