E-learning could develop students’ critical thinking skills

E-learning has become the new normal in many places of learning, with the key purpose of averting the effects of the COVID-19 pandemic.

In addition, the benefits of e-learning, if exploited effectively, can help to mitigate the effects of deferment and conventionalism in these institutions, and promote the critical thinking skills development of students as would be expected in conventional residential practices.

More often than not, e-learning has been criticised for not being able to engage students amply, although myriads of research have proved that it is an action- and student-oriented model which, when applied effectively, has the potential to achieve optimal education and learning outcomes.

Obviously, teaching students to develop critical thinking skills in residential systems has not been easy since it requires the physical presence of both faculty and students to engage in the analysis and synthesis of complex ideas for clarity, better assimilation, and application.

To apply the same effectively in an online environment will require augmented knowledge, not only in the subject matter, but also knowledge in the dynamics of online learning including context, influential theories, and application of germane instructional strategies, among others.

Critical thinking

As a subject, critical thinking has been defined in literature to include the demonstration of cognitive maturity and intellectual capabilities, sound reasoning and representations, application of prior learning experiences to new knowledge, and the degree of thoughtfulness regarding its processes.

Others have sought to include reflective dialogue, the ability to provide evidence of problem-solving and sound decision-making skills, as well as the application of mental and emotional equability.

Developing critical thinking should be devoid of moral ambiguities which seek to promote self-gratification, scepticism and altruism by either the faculty or student.

Indeed, helping students to develop critical thinking skills means the adoption of an effective communication style regarding the ability of the faculty member to moderate and keep focused during class interactions.

It is unsurprising that critical thinking is recognised as a major skill for job placement across the globe and considered one of the most important skills for success in higher education.

It allows students to evaluate sources of information for reliability, develop analytical skills, demonstrate intellectual capabilities, and apply them in real-life contexts.

Influential theories

Learning, instruction and communication theories form major components in technology integration in the classroom and for assessing student performance.

These theories are distinct academically; yet they correlate to play major roles in defining learning, the learner, conditions, and contexts under which knowledge can be acquired, reinforced and applied.

Yet, related studies have shown that many faculty and facilitators have limited understanding of these philosophies and do not apply such in any of the learning environments, whether traditional or virtual. Irrespective of the context and level of education, pedagogical knowledge is vital for success in all learning contexts.

For these reasons and many more, educators must plan for technology integration as a vital educational tool, intended not only for knowledge acquisition, but for productivity and critical thinking.

Educators must not depend on technological infrastructure and devices solely as mediating components for learning outcomes, since that could result in misdirection and misrepresentations.

The fact is, inadequate knowledge in the applicable theories can result in frustrations, and faculty may tend to blame students for under-performance and under-achievement.

Strategies to develop critical thinking

Designing for intellectual and reflective engagements online can be challenging but relevant for student learning experiences.

For better pedagogical discourse, knowledge of the infamous Bloom’s Taxonomy can be handy for designing and applying online instructional strategies.

Multimedia engagements can be guided by using Dale’s Cone of Experience to improve the learning architecture.

In fact, several instructional models and appraisals abound to guide the design, development and assessment of critical thinking skills. Many available virtual learning tools and platforms provide essential features and functionalities to engage both faculty and students effectively.

Having benefited from an educational system in which reflective thinking is integrated into course structures, whether online or physical, I sincerely believe students can be engaged meaningfully through reflective decision-making and myriad assessment techniques to achieve optimal education and learning outcomes.

In the school, a student cannot complete a course successfully without submitting reflective papers for expert, peer and self-reviews. Students have the option to clarify or defend their proffers through seminars and presentations.

Reflective assignments, in this case, involve synthesis of ideas, creativity, judgment and applied knowledge rather than declarative and reproducible knowledge and contents.

The processes involve the demonstration of cognitive maturity, metacognition, problem-solving, and application. Students get engaged in both individual and team projects with the purpose of creating own and shared vision of learning cultures that are relevant to students’ learning goals and future aspirations.

Again, projects are developed to respond to diverse communities of interest and expertise in the various fields and scholarships as applied within the contexts of work experience and requirement.

Using available technological media, students conduct quality online search for information, evaluate leading-edge research and use germane knowledge to articulate plans for transformative projects. Others use the knowledge to develop strategies to mitigate existing problems effectively.

Assessment rubrics in the form of self, peer, and expert reviews are usually made available to guide students’ thought processes, while online assignments, threaded discussions and chats are employed for clarity of purpose.

The presence of the lecturer online is paramount to guide, facilitate and moderate the process for achievement and result, and students are motivated to excel by awarding badges and scores.

In this case, Keller’s ARCS Model of Motivation becomes very handy for online learning and performance.

Engaging students online

Online teaching refers to any form of instruction that occurs via the internet. By extension, e-learning employs electronic tools to engage both faculty and students via a plethora of communication and collaboration media.

This engagement can be synchronous – in real time, or asynchronous – anytime, anywhere basis. Different from the residential setting, e-learning is dependent on time, space and technological resources.

With advancement in educational technology, students can interact better among themselves and the lecturer with regular feedback and support systems via digital devices.

Using multimedia resources such as audios, animations, videos, infographics, images, simulations and texts provides the opportunity to make meaning of an otherwise passive learning environment.

Group collaboration, inquiry-based learning, presentations, seminars, reflective assignments, and student-led discussions can promote active online learning and internalisation of critical thinking skill development.

Both faculty and students can equally access quality learning materials from virtual sources from across the globe through internet connections to enhance the learning experience.

A major and inherent constraint could be engaging students with cost-ineffective, unreliable and limited internet bandwidth. These factors can restrain the use of multimedia and students’ affectivity, confidence and reliance on digital learning tools.

Given online learning, critical thinking skills development can be achieved through a plethora of digital communication and collaboration tools and resources.

The elements of critical thinking, which include observation, analysis, interpretation, reflection, synthesis, and evaluation, can be instructionally designed carefully for better effects.

The process will demand a paradigm shift from transmitting content knowledge only to self-directed learning, knowledge application and reflective behaviours.

Whereas critical thinking can be developed through e-learning; its integration can be determined by the ingenuity of educators and its impact through evaluation and research over time.

Dr Josephine Larbi-Apau is the president of the Association of Educational and Instructional Technologists Ghana, a consultant and executive director at AAL-Global Consultants, with specialities in e-learning management and instructional technology. She has researched, published, presented and facilitated many projects in these areas. She can be reached at jlarbiapau@gmail.com.