Promoting Critical Thinking and Learning in a Large-Enrolment Humanities Class
To promote the development of critical thinking abilities in an introductory undergraduate humanities course in the context of mass higher education, we implemented a course design that employed a series of scenario-based multiple-choice questions (MCQs) and informal peer discussions. Using an onlin...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
University of Calgary
2022-01-01
|
| Series: | Teaching & Learning Inquiry: The ISSOTL Journal |
| Subjects: | |
| Online Access: | https://journalhosting.ucalgary.ca/index.php/TLI/article/view/72831 |
| _version_ | 1818891874953330688 |
|---|---|
| author | Kiruthika Ragupathi Zi Hui Yeo Hui Chieh Loy |
| author_facet | Kiruthika Ragupathi Zi Hui Yeo Hui Chieh Loy |
| author_sort | Kiruthika Ragupathi |
| collection | DOAJ |
| description | To promote the development of critical thinking abilities in an introductory undergraduate humanities course in the context of mass higher education, we implemented a course design that employed a series of scenario-based multiple-choice questions (MCQs) and informal peer discussions. Using an online survey to gather perception data and self-reported behavioral data, this study examines the extent to which the course design was effective at promoting critical thinking and student experience. Deductive analysis of students’ qualitative responses indicate that the course design was successful in promoting students’ development of critical thinking. Both deductive and inductive analysis of students’ qualitative responses also suggest that students largely had favorable attitudes towards this course design, though there are also some who express concerns. Our design may be useful for instructors and instructional designers aiming to promote critical thinking and learning in university courses. |
| first_indexed | 2024-12-19T17:47:45Z |
| format | Article |
| id | doaj.art-3a720ce378d74748befdc62042b908ac |
| institution | Directory Open Access Journal |
| issn | 2167-4779 2167-4787 |
| language | English |
| last_indexed | 2024-12-19T17:47:45Z |
| publishDate | 2022-01-01 |
| publisher | University of Calgary |
| record_format | Article |
| series | Teaching & Learning Inquiry: The ISSOTL Journal |
| spelling | doaj.art-3a720ce378d74748befdc62042b908ac2022-12-21T20:12:00ZengUniversity of CalgaryTeaching & Learning Inquiry: The ISSOTL Journal2167-47792167-47872022-01-011010.20343/teachlearninqu.10.6Promoting Critical Thinking and Learning in a Large-Enrolment Humanities ClassKiruthika Ragupathi0Zi Hui Yeo1Hui Chieh Loy2National University of SingaporeNational University of SingaporeNational University of SingaporeTo promote the development of critical thinking abilities in an introductory undergraduate humanities course in the context of mass higher education, we implemented a course design that employed a series of scenario-based multiple-choice questions (MCQs) and informal peer discussions. Using an online survey to gather perception data and self-reported behavioral data, this study examines the extent to which the course design was effective at promoting critical thinking and student experience. Deductive analysis of students’ qualitative responses indicate that the course design was successful in promoting students’ development of critical thinking. Both deductive and inductive analysis of students’ qualitative responses also suggest that students largely had favorable attitudes towards this course design, though there are also some who express concerns. Our design may be useful for instructors and instructional designers aiming to promote critical thinking and learning in university courses.https://journalhosting.ucalgary.ca/index.php/TLI/article/view/72831multiple-choice questionsformative assessmentshigher-order thinkinghumanities educationinformal peer learning |
| spellingShingle | Kiruthika Ragupathi Zi Hui Yeo Hui Chieh Loy Promoting Critical Thinking and Learning in a Large-Enrolment Humanities Class Teaching & Learning Inquiry: The ISSOTL Journal multiple-choice questions formative assessments higher-order thinking humanities education informal peer learning |
| title | Promoting Critical Thinking and Learning in a Large-Enrolment Humanities Class |
| title_full | Promoting Critical Thinking and Learning in a Large-Enrolment Humanities Class |
| title_fullStr | Promoting Critical Thinking and Learning in a Large-Enrolment Humanities Class |
| title_full_unstemmed | Promoting Critical Thinking and Learning in a Large-Enrolment Humanities Class |
| title_short | Promoting Critical Thinking and Learning in a Large-Enrolment Humanities Class |
| title_sort | promoting critical thinking and learning in a large enrolment humanities class |
| topic | multiple-choice questions formative assessments higher-order thinking humanities education informal peer learning |
| url | https://journalhosting.ucalgary.ca/index.php/TLI/article/view/72831 |
| work_keys_str_mv | AT kiruthikaragupathi promotingcriticalthinkingandlearninginalargeenrolmenthumanitiesclass AT zihuiyeo promotingcriticalthinkingandlearninginalargeenrolmenthumanitiesclass AT huichiehloy promotingcriticalthinkingandlearninginalargeenrolmenthumanitiesclass |