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An exploratory quantitative case study of critical thinking development through adult distance learning

Abstract

Critical thinking is a metacognitive process that, through purposeful, self-regulatory reflective judgment; skills of analysis, evaluation and inference; and a disposition towards thinking, increases the chances of producing a logical conclusion to an argument or solution to a problem. Critical thinking is vital for not only educational achievement, but also continuous professional development, as it is necessary in social and interpersonal contexts, where adequate decision-making and problem-solving are necessary on a daily basis—which is of particular relevance to adult distance learners, many of whom return to learning to further their professional development. Though a large body of extant research focuses on traditional BA student’s critical thinking performance, there is a dearth of research conducted on more mature adults’ critical thinking. ADL provides a unique opportunity to explore these abilities and the effects of critical thinking instruction through distance learning on such performance. Given the potential benefits linked with critical thinking and associated with adult distance learning, the aim of the current, retrospective, exploratory case study was to examine the effects of an adult distance learning critical thinking module, taught through a BA Training and Education programme, on critical thinking performance. A series of six paired samples t-tests were conducted in order to assess the performance of 95 ADLs from pre-to-post-testing on overall critical thinking performance and the critical thinking sub-scales of hypothesis-testing; verbal reasoning; argument analysis; judging likelihood an uncertainty; and problem-solving. Correlational analysis was also conducted. Results revealed a significant increase from pre-to-post-intervention on overall critical thinking performance, as well as all critical thinking sub-scale performances. However, there were no effects of active engagement with the module, disposition towards thinking or motivation towards learning on critical thinking performance. Results are discussed in light of theory and research on critical thinking.

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Fig. 1

Notes

  1. 1.

    Argument mapping visually represents arguments through a ‘box-and-arrow’ style flow-chart, wherein the boxes are used to highlight propositions and the arrows are used to highlight the inferential relationships that link the propositions together (van Gelder 2003). Research has shown that argument mapping can facilitate metacognitive acts of critical thinking, both by making the structure of the argument open to deliberation and assessment; and by revealing strengths and weaknesses in the credibility, relevance, and logical soundness within argument structures (e.g. Butchart et al. 2009; Dwyer et al. 2011, 2012; van Gelder 2001). Thus, the CT intervention in the current case study utilised argument mapping to represent example arguments and facilitate the creation of student answers/arguments.

  2. 2.

    Results of the current case study indicated that the CT intervention had a beneficial effect on CT performance. However, despite the exploratory and retrospective nature of this case study, it is acknowledged that without a comparison group, these results must be discussed with added caution. In order to further elucidate the potential benefits of this CT intervention in an ADL context, access to data from a comparison and control group was obtained through randomly allocating another undergraduate cohort (i.e. students enrolled in a traditional BA programme) to either the same CT intervention (N = 42; 22 females, 20 males) or allocating them to a control condition (i.e. N = 28; 25 females, 7 males); thus, allowing for the comparison of the Adult Distance Learning CT module with a traditional cohort of students. Specifically, to ensure comparability, the experimental cohorts: consisted of undergraduate BA students, completed the same CT intervention through e-learning; and completed the same outcomes measures. Whereas the ADL group were older, full-time employed individuals who were completing the entirety of their Training and Education BA degree through distance learning, the comparison and control groups consisted of younger (M = 18.96 years) students enrolled in a full-time general BA, where classes were physically attended (with the exception of this voluntary CT module, which was also completed through e-learning, for which students received academic course credit for their participation as part of their psychology course). The only other minor difference between experimental groups was that whereas the ADL group completed a graded assignment in Week 8, traditional BAs did not, given that participation was voluntary. However, all groups would have completed multiple graded assignments as part of their respective courses. Notably, whereas traditional students significantly outperformed ADLs at baseline (d = .77), ADLs significantly outperformed both groups from time 1 to 2, as reflected in the reported effects sizes.

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Dwyer, C.P., Walsh, A. An exploratory quantitative case study of critical thinking development through adult distance learning. Education Tech Research Dev 68, 17–35 (2020). https://doi.org/10.1007/s11423-019-09659-2

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Keywords

  • Critical thinking
  • Adult distance learning
  • e-Learning
  • Disposition towards thinking