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عنوان فارسی مقاله:
تاثیر فعالیت های تفکر در یادگیری الکترونیکی: یک بررسی انتقادی از تحقیقات تجربی
عنوان انگلیسی مقاله:
The impact of reflective thinking activities in e-learning: A critical review of the empirical research
سال انتشار : 2016
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مقدمه انگلیسی مقاله:
1. Introduction
Social structure and rapid change in needs increased the interest in distance education. According to the results of a research carried out by Allen and Seaman (2010), the number of distance higher education programmes has been increasing rapidly. In addition, it is also indicated in the same study that the growth rate in distance education programmes outruns the growth rate in other higher education programmes. Although the number of students in distance education programmes are increasing rapidly, studies show that almost 30%e50% of the students studying in a distance education programme fail to complete the courses and drop the programme/course (Dutton, Dutton, & Perry, 2002; Moore & Kearsley, 2011; Simpson, 2004).In a study conducted by Distance Education and Business Council, information from 61 institutions was collected. According to this information, almost 16% of the students who enrolled to distance education programmes never started the programmes, 57% of them could only complete one course and graduation rate from these programmes was almost 38% (Cited in. Moore & Kearsley, 2011). The high number of students dropping out of the programme increased the number of studies on the subject (Bolliger, Supanakorn, & Boggs, 2010; Kearsley & Lynch, 1996; McKinney, Dyck, & Luber, 2009; Moore, 2003; Offir, Lev, Lev, Barth, & Shteinbek, 2004; Rosell-Aguilar, 2013). Motivation is considered as an important factor for students in continuing learning in distance education, enjoying the process of learning and increasing their academic success (Bolliger et al., 2010; Çiftci, KılıçÇakmak, Üstündag, & Karatas¸ , 2009; Liao, 2006; Shih, Chu, Hwang, & Kinshuk, 2011). As for, AlSamarraie, Teo, and Abbas (2013) motivation along with other factors is necessary for developing thinking skills in distance education. Owston (1997) claims that in order to ensure student motivation in distance education it is important for students to be mentally present in the learning environment and to take active roles in distance education process. And, there are various studies on how to utilize high-order thinking skills in ensuring student motivation in distance education (Bekele, 2010; Chen & Jang, 2010; Hartnett, 2010; Mohamad, Tasir, Harun, & Shukor, 2013; Pintrich & De Groot, 1990; Rahimi & Katal, 2012; Zhan, Xu, & Ye, 2011). Two main factors, which are (a) the strategy to be used and (b) the technology to be used, stand out in ensuring student motivation in distance education in the studies conducted. When the factor related to strategy is analyzed, such high-order skills and approaches as critical thinking, metacognitive thinking and problem solving are approaches that could enable students to be mentally present in the learning environment and to take active role (Gleaves & Walker, 2013; Kay & Kletskin, 2012; Rahimi & Katal, 2012; Yeh, 2004). Another high-order thinking approach that can be used in e-learning process is reflective thinking. The aim of reflecting or reflective thinking is to analyze the existing condition and information and to use the findings of the analyzed information in changing or enriching possible conditions and events that could be encountered in the future (Brookfield, 1995; Dewey, 1933; Schon, 1983 € ). Many studies in the literature indicate that reflecting plays a significant role in constructing knowledge and improving learning (Barnert, 2006; Chen, Wei, Wu, & Uden, 2009; Kızılkaya, 2009; White & Frederiksen, 1998). In environments with reflective thinking activities students have more individual responsibility and are supposed to be more aware of their cognitive processes. Therefore, the importance of reflecting and reflective activities in e-learning environment increases. As for Uzunboylu, Bicen, and Cavus (2011) using reflecting efficiently in e-learning environments as a learning strategy is necessary. Especially, when the latest literature is reviewed, it is seen that reflective thinking approaches play a significant role in e-learning and technology-based learning studies (Chang & Lin, 2014; Mohamad et al., 2013). When technology, the other important factor in student motivation in distance education, is looked into, it is seen that such technologies as social networks, blogs, web conferences and particularly web 2.0 technology and mobile learning have been utilized recently (Hew & Cheung, 2013; Uzunboylu et al., 2011). However, rather than using the latest technology, the main objective of technology use is to decide on the most convenient technology within the framework of instructional design. In addition, another important point is to decide on the technology that could support reflective thinking activities which is considered to have an increasing importance particularly in e-learning and technology-based learning environments. When students are physically away from the learning environment, it is difficult for the teacher to communicate with students as they do face-to-face in the classroom. Therefore, it is illustrated that teachers’ encouraging reflecting and the use of technological tools in using reflective thinking skills have an important role (Herrington & Oliver, 2002; Kızılkaya, 2009; Lin, Hmelo, Kinzer, & Secules, 1999; Saito&Miwa, 2007).According toJonassen and Carr (2000)technologycan be used as a tool to create deep reflective thinking necessary for meaningful learning. Particularly asynchronous interaction environments give students the possibility to ask questions and think aboutideas and viewpoints after reflective thinking (Cho, Lee,&Jonassen, 2011). Using various communication and sharing opportunities provided by educational technologies students are making discussions and sharing things about the problems they encounter in the process of learning. So, the use of technology in using reflective thinking activities is important. Researchers indicate that various web 2.0 tools and media such as wiki, blog, forum and social networks could be used to support reflective thinking (Hew & Cheung, 2013; Mohamad et al., 2013; Uzunboylu et al., 2011). Studies that discuss reflective thinking approach and technology use together, it is indicated that podcast technology could be used as an important tool in implementing reflective thinking approach (Kızılkaya, 2009; Leong & Tan, 2008; Turner, 2010). Podcasts are media that aim to reach users without being bound by spatial and temporal obstacles and they include learning content towards the need of the user. With their time-independent and non-spatial use, podcasts offer various opportunities for online classes. That podcasts structure enabling the use of text, sound and images together as well as the ease of using it attracted the attention of many researchers to use it as a learning and teaching tool (Evans, 2008; Lee & Chan, 2007). Podcasts can be used in producing new learning materials and organizing existing materials (Hew, 2009; Kay, 2012). How podcasts, which has been widely accepted by users especially in the field of education lately and which has become quiet common, can be combined with reflective thinking approach, and how this approach and technology can be used together are issues to be studied. In order for educational podcast designs to be successful, it is necessary to consider method-media discussions in educational technology literature. When the nature of reflective thinking is looked into, it is seen that it includes preparing student for teaching/planning one's own learning process, questioning one's own learning-teaching and thinking processes, self-evaluation, and to think about what to due to solve the problems found as a result of self-questioning and self-evaluation. In the light of this, researchers want to know what kind of an effect will supporting learning materials, prepared as podcasts, with reflective questions that will enable them to plan, monitor and evaluate their own learning process, have on motivation factor which is seen as a main problem in distance education. In the light of this, what kind of anffect will podcasts, supported with reflective questions that will enable student to plan, monitor and evaluate their own learning process, have on motivation is a topic to be studied in-depth.
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کلمات کلیدی:
How to Apply Visual Thinking Skills to Your E-Learning Courses | The ... blogs.articulate.com/rapid-elearning/practice-visual-thinking-skills-apply-e-learning/ Mar 10, 2015 - Articulate Rapid E-Learning Blog - practice visual thinking skills for e-learning ... Activity 1: Create basic shapes over and over again. Work on ... Visual Thinking In eLearning: What eLearning Professionals Should ... https://elearningindustry.com/visual-thinking-elearning-elearning-professionals-know Dec 8, 2015 - Check 3 Benefits and 5 Tips To Use Visual Thinking In eLearning. ... Use these 5 tips to integrate visual thinking activities into your next ... The impact of reflective thinking activities in e-learning: A ... - DeepDyve https://www.deepdyve.com/.../the-impact-of-reflective-thinking-activities-in-e-learnin... Read "The impact of reflective thinking activities in e-learning: A critical review of the empirical research" on DeepDyve, the largest online rental service for ... Individual and Team-based Critical Thinking Skills in the eLearning ... https://www.efrontlearning.com/.../individual-and-team-based-critical-thinking-skills-i... This is the one and only tell-tale sign of an eLearning course that is devoid of critical thinking exercises. Critical thinking can be described as a mental exercise ... Drill and Practice Activities for your eLearning Courses - eFront https://www.efrontlearning.com/blog/2016/07/drill-practice-activities-elearning.html Drill and Practice activities in eLearning - eFront Blog ... will aid in efficient learning of higher-order-thinking activities further down in the eLearning course. [PDF]Critical thinking in E-learning environments - WWW4 Server www4.ncsu.edu/~jlnietfe/Creativity_&_Critical_Thinking.../Saade%20(2012).pdf by RG Saadé - 2012 - Cited by 72 - Related articles cro level, identify the kinds of resources and activities that fosters/ require CT skills. With this ... then goes on to link critical thinking and virtual learning environ-. Searches related to thinking activities in e-learning reflective thinking examples what is reflective thinking in education reflective thinking model dewey's reflective thinking process reflective thinking method
