PERCEIVED GAINS IN CRITICAL THINKING OF ONLINE LEARNERS: EFFECTS OF MOTIVATION AND LEARNING STRATEGIES
Open Access
Author:
Zhang, Tao
Graduate Program:
Higher Education
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
July 26, 2005
Committee Members:
James Fredericks Volkwein, Committee Chair/Co-Chair Carol Colbeck, Committee Member Lisa Lattuca, Committee Member Rana Arnold, Committee Member
Keywords:
critical thinking structural equation model online learning motivation learning strategies survey research
Abstract:
This study surveys learners of three online courses (N=216) to examine 1) the extent of gains in critical thinking in an online course, 2) what factors among motivation and learning strategies have significant effects on perceived gains in critical thinking and 3) Do perceived gains in critical thinking vary by student characteristics such as race and gender?
This study defines critical thinking as the process by which one forms opinions, based on evidence rather than presumption, surmise, unsubstantiated beliefs, and other forms of supposition and conjecture. An instrument of critical thinking is created and pilot-tested. The reliability and validity of the instrument are established.
Data is run on Mplus and the results show the hypothesized SEM model fits the data relatively well. Two major findings: learning strategies have a dominating effect on the gains in critical thinking, pinpointing the importance of these skills to cognitive gains. In addition, race and gender have no significant effects on the gains, suggesting that online courses diminish these differences. Limitations and implications for research are discussed.