KaydedilenlerDerginizi ekleyin

Dergiler / Turkish Online Journal of Distance Education / 2015 / Cilt: 16 - Sayı: 4

USING SPACE IN SOCIAL MEDIA TO PROMOTE UNDERGRADUATE STUDENTS’ CRITICAL THINKING SKILLS

Fasawang PATTANAPICHET
Saovapa WICHADEE
Sayfa
38–49
Yayın Tarihi
2015-10-05
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

The data obtained from the questionnaire manifested students’ positive attitudes towards English instruction delivered through questioning technique and postings in Facebook.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:The current study was conducted to see the effectiveness of using social media to enhance students’ critical thinking skills.
📊
Temel Bulgular & Veri:To fulfill the purpose of the study, a 14-week experimental study was performed with two groups of students.
💡
Sonuç & Katkı:The data obtained from the questionnaire manifested students’ positive attitudes towards English instruction delivered through questioning technique and postings in Facebook.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Bloom’s Taxonomy · critical thinking · attitude

Abstract

The current study was conducted to see the effectiveness of using social media to enhance students’ critical thinking skills. To fulfill the purpose of the study, a 14-week experimental study was performed with two groups of students. Both groups were introduced to how to respond to questions based on Revised Bloom’s Taxonomy. During the period of doing the activity, students in the experimental group had to post answers in Facebook and got feedback from peers and teacher as mutual learning while those in the control group wrote their replies in papers and submitted them to the teacher in class. The research instruments used in this study included pre-and post-tests and a questionnaire. The data were analyzed by using dependent t-tests, independent t-tests, means, and standard deviations. After the experiment there was a difference in the mean scores of critical thinking ability between the two groups at the significance level of .05. The data obtained from the questionnaire manifested students’ positive attitudes towards English instruction delivered through questioning technique and postings in Facebook.

🔖

Bu Makaleye Atıf Yap

PATTANAPICHET, F., WICHADEE, S. (2015). USING SPACE IN SOCIAL MEDIA TO PROMOTE UNDERGRADUATE STUDENTS’ CRITICAL THINKING SKILLS. Turkish Online Journal of Distance Education, Cilt: 16 - Sayı: 4, 38–49. https://ajindex.com/articles/139978

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (11)

  1. Al-Fadhli, S., & Khalfan, A. (2009). Developing critical thinking in e-learning environment: Kuwait University as a case study. Assessment & Evaluation in Higher Education, 34(5), 529-5
  2. Anderson, L., & Krathwohl, D. (2001).
  3. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman. Baran, E., & Correia, A-P. (2009). Student-led facilitation strategies in online discussions. Distance Education, 30(3), 339-361. doi: 10.1080/01587910903236510 Barnett-Queen, T., Blair, R., & Merrick, M. (2005). Student perspectives on online discussions: Strengths and weaknesses. Journal of Technology in Human Services, 23(3/4), 229-244.
  4. Black, A. (2005). The use of asynchronous discussion: Creating a text of talk. Contemporary Issues in Technology and Teacher Education, 5 (1), 5-24. Retrieved October 3, 2005 from http://www.citejournal.org/vol5/iss1/languagearts/article1.cfm
  5. Chang, S. H., & Smith, R. A. (2008). Effectiveness of personal interaction in a learner- centered paradigm distance education class based on student satisfaction. Journal of Research onTechnology in Education, 40(4), 407-427.
  6. Chen, Y., Liu, E., Shih, R., Wu, C., & Yuan, S. (2011). Use of peer feedback to enhance elementary students’ writing through blogging. British Journal of Educational Technology, 42(1), E1-E4. Cheung, C. M., Chiu, P., & Lee, M. (2011). Online social networks: Why do students use Facebook?Computers in Human Behavior, 27, 1337-1343.
  7. Deal, J., & Hegde, S. (2013). Seinfeld and economics: How to achieve the revised Bloom’s Taxonomy in an introductory economics class. International Journal of Teaching and Learning in Higher Education, 25(3), 388-395.
  8. Duron, R., Limbach, B., & Waugh. W. (2006). Critical thinking framework for any discipline. International journal of Teaching and Learning in Higher Education, 17(2), 160-1
  9. Ekahitanond, V. (2013). Promoting undergraduate students’ critical thinking skills through peer feedback activity in an online discussion forum. Alberta journal of Educational Research, 59(2), 247-265.
  10. Ekoc, A. (2014). Facebook groups as a supporting tool for language classrooms. Turkish Online Journal of Distance Education, 15(3), 18-26.
  11. Estus, E. (2010). Using facebook within a geriatric pharmacotherapy course. American Journal of Pharmaceutical Education74(8):145. Hatcher, D. L., & Spencer, L. A. (2005). Reasoning and Writing: From Critical Thinking to Composition. 3rd. ed. Boston: American Press. Hylton,