The purpose of this study was to investigate whether students improve their ability to apply critical thinking skills after participating in Internet-based distance learning courses with critical thinking as a core element and how these results relate to changes in the critical thinking skills ability of resident based students. Samples of students in both resident based higher education courses and Internet-based distance learning courses with critical thinking as a core element were assessed and analyzed.
The study used the Washington State University Rubric with a pretest and posttest to determine if changes in critical thinking skills ability occurred after an educational experience of a semester or its equivalent. There were 42 participants who completed the study. Twenty-one students participated in resident based courses and the remaining 21 students participated in Internet-based distance learning courses. Both groups viewed the same video, which provided a context for assessing students' ability to apply critical thinking skills. The video was viewed near the beginning of each course of instruction and again near the end of that educational experience. Each group took a pretest near the beginning of their course of instruction after viewing the video and a posttest near the end of their course after viewing the video a second time. The questions on both the pretest and the posttest were based on the video and required students to use critical thinking skills to answer.
A Paired t-Test was administered for both groups to assess changes in critical thinking skills ability. Significant changes in critical thinking skills were noted for both groups. In addition, an Independent t-Test conducted on the total sample found no statistically significant differences in changes the rate of changes noted in students' critical thinking skills ability across the two groups.
The study's results supports the conclusion that both resident based and Internet-based students improve their critical thinking skills ability after participating in courses with critical thinking as a core element. In addition, the results indicate that delivery mode does not influence changes in students' critical thinking skills ability.
|Advisor:||Watkins, Ryan R.|
|Commitee:||Logan, Gregory M., Logan, Suzanne, McDaniel, James G., Milman, Natalie B., Yen, Cherng-Jyh|
|School:||The George Washington University|
|Department:||Education and Human Development|
|School Location:||United States -- District of Columbia|
|Source:||DAI-A 69/06, Dissertation Abstracts International|
|Subjects:||Educational software, Higher education|
|Keywords:||Critical thinking, Distance learning|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be