NDLI: An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments

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An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments

Metacognition and Learning : Volume 7, Issue 2, August 2012

Metacognition and Learning : Volume 7, Issue 1, April 2012

Metacognition and Learning : Volume 6

Metacognition and Learning : Volume 5

Metacognition and Learning : Volume 4

Metacognition and Learning : Volume 3

Metacognition and Learning : Volume 2

Metacognition and Learning : Volume 1

An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments

Content Provider	Springer Nature Link
Author	Dwyer, Christopher P. Hogan, Michael J. Stewart, Ian
Copyright Year	2012
Abstract	The current research examined the effects of a critical thinking (CT) e-learning course taught through argument mapping (AM) on measures of CT ability. Seventy-four undergraduate psychology students were allocated to either an AM-infused CT e-learning course or a no instruction control group and were tested both before and after an 8-week intervention period on CT ability using the Halpern Critical Thinking Assessment. Results revealed that participation in the AM-infused CT course significantly enhanced overall CT ability and all CT sub-scale abilities from pre- to post-testing and that post-test performance was positively correlated with motivation towards learning and dispositional need for cognition. In addition, AM-infused CT course participants exhibited a significantly larger gain in both overall CT and in argument analysis (a CT subscale) than controls. There were no effects of training on either motivation for learning or need for cognition. However, both the latter variables were correlated with CT ability at post-testing. Results are discussed in light of research and theory on the best practices of providing CT instruction through argument mapping and e-learning environments.
Starting Page	219
Ending Page	244
Page Count	26
File Format	PDF
ISSN	15561623
Journal	Metacognition and Learning
Volume Number	7
Issue Number	3
e-ISSN	15561631
Language	English
Publisher	Springer US
Publisher Date	2012-10-27
Publisher Place	Boston
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Argument mapping Critical thinking e-Learning Disposition Cognitive load Teaching and Teacher Education Learning & Instruction Education (general)
Content Type	Text
Resource Type	Article
Subject	Education

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
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