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The efficacy of asynchronous online ...

Chang, Esther A.

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The efficacy of asynchronous online learning in the promotion of critical thinking in graduate education.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The efficacy of asynchronous online learning in the promotion of critical thinking in graduate education./
作者:	Chang, Esther A.
面頁冊數:	297 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-05, Section: A, page: 1666.
Contained By:	Dissertation Abstracts International63-05A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3052867
ISBN:	0493684565

The efficacy of asynchronous online learning in the promotion of critical thinking in graduate education.
Chang, Esther A.

The efficacy of asynchronous online learning in the promotion of critical thinking in graduate education. - 297 p.

Source: Dissertation Abstracts International, Volume: 63-05, Section: A, page: 1666.

Thesis (Ed.D.)--Columbia University Teachers College, 2002.

This paper describes a study that explored the efficacy of asynchronous online learning in the promotion of critical thinking and students' perceptions of opportunities for critical thinking. Using a case study methodology, research was conducted on three online courses at a distance education program at a major university in New York City.

ISBN: 0493684565Subjects--Topical Terms:

626632
Education, Adult and Continuing.

The efficacy of asynchronous online learning in the promotion of critical thinking in graduate education.
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500 $a Sponsor: JoAnne Kleifgen.
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520 $a This paper describes a study that explored the efficacy of asynchronous online learning in the promotion of critical thinking and students' perceptions of opportunities for critical thinking. Using a case study methodology, research was conducted on three online courses at a distance education program at a major university in New York City.
520 $a This study identified four critical thinking indicators that were key in the promotion of critical thinking in an asynchronous online environment: authenticity, community, reflection, and multiple perspectives. The researched courses demonstrated the presence of all four indicators at varying levels. Surveyed students reported opportunities for critical thinking present in the asynchronous online courses.
520 $a This study found that asynchronous online learning can support critical thinking with the support of constructivistic instructional design, cooperative/collaborative learning, critically reflective learning strategies, and the opportunity to engage multiple perspectives.
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