FOSTERING CRITICAL THINKING SKILLS IN STUDENTS WITH LEARNING DISABILITIES THROUGH ONLINE PROBLEM-BASED LEARNING

As a pedagogical approach, problem-based learning (PBL) has shown success for average and gifted students (Hmelo-Siver, 2004) and there are numerous incentives for its implementation in online learning environments (Savid-Baden, 2007; Chernobilsky, Nagarajan, & Hmelo-Silver, 2005). However, little research has been conducted regarding the impact of problem-based learning on higher order thinking skills of students with learning disabilities studying in online learning environments. This study examines the effects of an online problem-based learning course on critical thinking skills of university students with learning disabilities. Students participating in the study will be taking their first course in an online Bachelor of Arts degree at the University of Ontario Institute of Technology. Drawing on triangulation, this study includes a content analysis of reflective journals, a video analysis of a problem-based learning objective (PBLO) and semi-structured interviews with repertory grids, to observe the presence or absence of critical thinking skills among students with learning disabilities in an online PBL course.