Critical Thinking in Online Vs Face-to-Face Higher Education精品.pdf

Critical Thinking in Online Vs. Face-to-Face Higher Education Ellen Baker Derwin, Ph.D. Abstract: This study compares critical thinking skills for adult learners in online and face-to-face liberal studies classes at a university with locations in California and Washington (N=150). In a between-subjects design, the study analyzed students score gains from pre- to post-tests on the California Critical Thinking Skills Test (CCTST). The study also compared students grades on critical thinking assignments required at the end of the course. Results showed that there were no significant differences between face-to-face and online learners for the CCTST score gains or the grades on the final assignments. Results are consistent with previous no significant difference studies. The research adds to the literature by specifically addressing outcomes in critical thinking. Future studies may benefit from selecting a variety of critical thinking measures and identifying characteristics required to demonstrate higher- level thinking skills. Citation Author Bio Derwin, E. (2009) Critical Thinking in Online Vs. Face-to-Face Higher Education. Media Psychology Review. Vol. 2(1) Ellen Baker Derwin works independently developing curriculum for colleges and universities nationwide. Additionally she teaches online psychology courses at Chapman University and Corinthian Colleges. She has also taught business and student success classes. Ellen holds a Ph.D. in psychology from Fielding Graduate University. She also holds a bachelors degree in psychology from Denison University, a Masters degree in Social Ecology from the University of CA at Irvine, and a Masters degree in Psychology from Fielding Graduate University. Early in Ellens career, she led instructor training pro