Critical thinking in distance education: Developing critical communities in an audio teleconference context.

Autor/inn/en	Anderson, Terry D.; Garrison, D. R.
Titel	Critical thinking in distance education: Developing critical communities in an audio teleconference context.
Quelle	In: Higher education, (1995) 2, S.183-199Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/BF01383838
Schlagwörter	Critical Thinking; Quantitative Result; Instructional Design; Independent Study; Quantitative Difference
Abstract	Abstract Distance education has long been associated with independent study and delivery of prepackaged learning materials. These characteristics effectively deny distance education students the opportunity to participate in communities of inquiry and, perhaps, opportunities to develop their critical thinking skills. This paper reviews the theoretical impact of socially situated learning, critical thinking and their implications for distance education. It then presents the results from a study of learners' perception while enrolled in two different models of audio teleconferenced, university courses. The study reports quantitative results from a mail survey of these students and the qualitative results from interviews and classroom observations. The impact of the instructional design used by the delivering institution resulted in two distinct models of audio teleconference delivery with significant qualitative and quantitative differences in student perception. The paper concludes that learning communities, which support the development of critical thinking skills, can be created at a distance and that they provide a mechanism for improving the quality of higher level distance education.
Erfasst von	OLC
Update	2023/2/05