Asynchronous CMC, Collaboration and the Development of Critical Thinking in a Graduate Seminar in Applied Linguistics

Autor/in	Abrams, Zsuzsanna I.
Titel	Asynchronous CMC, Collaboration and the Development of Critical Thinking in a Graduate Seminar in Applied Linguistics
Quelle	In: Canadian Journal of Learning and Technology, 31 (2005) 2, (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1499-6677
Schlagwörter	Asynchronous Communication; Critical Thinking; Seminars; Graduate Students; Applied Linguistics; Thinking Skills; Qualitative Research; Research Design; Computer Mediated Communication; Interaction; Blended Learning; Peer Evaluation; Cooperative Learning; Video Technology; Classroom Observation Techniques; Student Surveys; Transcripts (Written Records); Self Efficacy; Attitude Change; Student Attitudes; Student Research; Student Projects; Teaching Methods; Skill Development; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Kritisches Denken; Seminar; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Linguistics; Linguistik; Angewandte Linguistik; Denkfähigkeit; Qualitative Forschung; Forschungsdesign; Computerkonferenz; Interaktion; Kooperatives Lernen; Schülerbefragung; Self-efficacy; Selbstwirksamkeit; Attitudinal change; Einstellungsänderung; Schülerverhalten; Studentenforschung; Schulprojekt; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Unterrichtserfolg
Abstract	A primary objective of graduate education, and often promoted by peer collaboration tasks, is the development of critical thinking skills. The present study compares how graduate students enrolled in a qualitative research design course in applied linguistics utilized asynchronous computer-mediated communication (ACMC) and face-to-face interactions to critique field-specific research, to design and conduct their own research projects, and to engage in professional discourse in and out of class. The analyses reveal that 1) it was impossible to measure the "development" of critical thinking skills within one semester, and 2) rather than ACMC serving as a springboard for such development "prior to" or "in collaboration with" classroom exchanges, ACMC and face-to-face interactions served different social and intellectual purposes in the process of practicing critical thinking skills. While face-to-face exchanges were preferred when discussing previous research, only in the ACMC context were students willing to critique each other's work. (As Provided).
Anmerkungen	Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01