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ERIC Number: ED494366
Record Type: Non-Journal
Publication Date: 2006
Pages: 16
Abstractor: Author
Improving Critical Think Skills Through Online Synchronous Communications: A Study of Learners' Attitudes toward Building Knowledge Networks
Kurubacak, Gulsun
Online Submission
The main purpose of this study is to investigate the College learners' attitudes toward Online Synchronous Communications (OSCs) to build knowledge networks. Also, this study focuses on how to improve these learners' critical thinking skills via synchronous communicational activities. Based on the main purpose of this study and the concerns, the key research inquiries are: (1) To what extent do online learner abilities continue to develop their critical thinking skills to become deeply engaged in OSCs? (2) What kinds of OSCs-based experiences are associated with their critical thinking developments to build knowledge networks?(3) What are online learner patterns in critical thinking developments to address complex problem solving activities in democratic and multicultural contexts in OSCs? and (4) What are the impacts of these learners' critical thinking developments on their learning outcomes to appreciate OSCs? This is a qualitative case study that utilizes both qualitative and quantitative data to provide detailed information to the researcher for the data collection. The research site was the Designing Online Learning Environments course at the Department of Distance Education of Social Sciences Institute in the large urban and government-based University in the Spring Semester 2004. There were totally eleven learners (three of them were men and the rest of them were women) in this course. The author hoped that learners' attitudes toward synchronous online activities were more clearly defined, and examined as well as analyzed to integrate and implement new communication technologies into the curriculum efficiently. (Contains 1 table.)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A