Student performance comparisons for a critical thinking skill set (technology decision-making) for classroom and...

Area of Science:

• Education
• Technology
• Critical Thinking

Background:

• The coronavirus pandemic necessitated a rapid transition from face-to-face to distance learning.
• Literature on critical thinking skill development in distance learning environments is limited.
• This study compares student performance in a critical thinking exercise before and after the transition to virtual learning.

Purpose of the Study:

• To compare student learning outcomes in a critical thinking exercise for technology decision-making between face-to-face and distance learning formats.
• To assess the preliminary soundness of distance learning for critical thinking development.
• To establish a baseline for future research on virtual critical thinking instruction.

Main Methods:

• A critical thinking exercise for technology decision-making was conducted with student teams.
• The learning outcome, guide, and assessment instrument remained consistent across both learning formats.
• Student analyses of different technologies were assessed by two faculty members.

Main Results:

• Student performance levels in the critical thinking exercise were similar in both face-to-face and virtual/Zoom formats.
• The transition to distance learning due to the coronavirus did not negatively impact student performance in this exercise.
• Forty students completed the exercise under both conditions.

Conclusions:

• Distance learning, specifically using Zoom, can be as effective as face-to-face instruction for developing critical thinking skills in technology decision-making.
• The study provides preliminary evidence supporting the efficacy of virtual learning environments for critical thinking.
• Further research is warranted to explore the nuances of distance learning for critical thinking skill acquisition.