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Tagging thinking types in asynchronous discussion groups: effects on critical thinking

Tammy Schellens UGent, Hilde Van Keer UGent, Bram De Wever UGent and Martin Valcke UGent (2009) INTERACTIVE LEARNING ENVIRONMENTS. 17(1). p.77-94
abstract
The present study focuses on the use of thinking types as a possible way to structure university students' discourse in asynchronous discussion groups and consequently promote their learning. More specifically, the aim of the study is to determine how requiring students to label their contributions by means of De Bono's (1991) thinking hats affects the ongoing critical thinking processes reflected in the discussion. The results suggest that tagging thinking types significantly promotes critical thinking in general and the critical thinking processes during problem identification and problem exploration, in particular. More specifically, it appears that requiring students to reflect on the type of thinking in their contributions stimulates more indepth and focused contributions and, more frequent input of new problem-related information and new ideas for discussion.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
computer-supported collaborative learning, critical thinking, asynchronous discussion groups, higher education, scripting, DISCUSSIONS, ONLINE, ENVIRONMENT, STUDENT
journal title
INTERACTIVE LEARNING ENVIRONMENTS
Interact. Learn. Environ.
volume
17
issue
1
pages
77 - 94
Web of Science type
Article
Web of Science id
000264137700005
JCR category
EDUCATION & EDUCATIONAL RESEARCH
JCR impact factor
0.973 (2009)
JCR rank
46/139 (2009)
JCR quartile
2 (2009)
ISSN
1049-4820
DOI
10.1080/10494820701651757
language
English
UGent publication?
yes
classification
A1
id
528472
handle
http://hdl.handle.net/1854/LU-528472
date created
2009-03-23 16:32:46
date last changed
2016-12-19 15:40:29
@article{528472,
  abstract     = {The present study focuses on the use of thinking types as a possible way to structure university students' discourse in asynchronous discussion groups and consequently promote their learning. More specifically, the aim of the study is to determine how requiring students to label their contributions by means of De Bono's (1991) thinking hats affects the ongoing critical thinking processes reflected in the discussion. The results suggest that tagging thinking types significantly promotes critical thinking in general and the critical thinking processes during problem identification and problem exploration, in particular. More specifically, it appears that requiring students to reflect on the type of thinking in their contributions stimulates more indepth and focused contributions and, more frequent input of new problem-related information and new ideas for discussion.},
  author       = {Schellens, Tammy and Van Keer, Hilde and De Wever, Bram and Valcke, Martin},
  issn         = {1049-4820},
  journal      = {INTERACTIVE LEARNING ENVIRONMENTS},
  keyword      = {computer-supported collaborative learning,critical thinking,asynchronous discussion groups,higher education,scripting,DISCUSSIONS,ONLINE,ENVIRONMENT,STUDENT},
  language     = {eng},
  number       = {1},
  pages        = {77--94},
  title        = {Tagging thinking types in asynchronous discussion groups: effects on critical thinking},
  url          = {http://dx.doi.org/10.1080/10494820701651757},
  volume       = {17},
  year         = {2009},
}

Chicago
Schellens, Tammy, Hilde Van Keer, Bram De Wever, and Martin Valcke. 2009. “Tagging Thinking Types in Asynchronous Discussion Groups: Effects on Critical Thinking.” Interactive Learning Environments 17 (1): 77–94.
APA
Schellens, T., Van Keer, H., De Wever, B., & Valcke, M. (2009). Tagging thinking types in asynchronous discussion groups: effects on critical thinking. INTERACTIVE LEARNING ENVIRONMENTS, 17(1), 77–94.
Vancouver
1.
Schellens T, Van Keer H, De Wever B, Valcke M. Tagging thinking types in asynchronous discussion groups: effects on critical thinking. INTERACTIVE LEARNING ENVIRONMENTS. 2009;17(1):77–94.
MLA
Schellens, Tammy, Hilde Van Keer, Bram De Wever, et al. “Tagging Thinking Types in Asynchronous Discussion Groups: Effects on Critical Thinking.” INTERACTIVE LEARNING ENVIRONMENTS 17.1 (2009): 77–94. Print.