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Promotion of critical thinking in e-learning: a qualitative study on the experiences of instructors and students.

Gharib M, Zolfaghari M, Mojtahedzadeh R, Mohammadi A, Gharib A - Adv Med Educ Pract (2016)

Bottom Line: These experiences were conceptualized in four main themes, namely, instructional design, educational leadership and management, local evidence, and belief systems.The present study clarified the factors affecting critical thinking promotion in e-learning.Not only the instructors but also the educational designers and leaders can benefit from our findings to improve the quality of virtual education programs and promote critical thinking.

View Article: PubMed Central - PubMed

Affiliation: E-learning in Medical Education Department, Virtual School, Tehran University of Medical Sciences, Tehran, Iran.

ABSTRACT

Background: With the increasing popularity of e-learning programs, educational stakeholders are attempting to promote critical thinking in the virtual education system. This study aimed to explore the experiences of both the instructors and the students about critical thinking promotion within the virtual education system.

Methods: This qualitative study recruited the instructors and students from four academic disciplines provided by the Virtual School of Tehran University of Medical Sciences (Tehran, Iran). All programs were master's degree programs and utilized a blended (combination of e-learning and face to face) training. Semistructured interviews with the participants were used to collect data.

Results: The participants had a variety of experiences about how to promote critical thinking. These experiences were conceptualized in four main themes, namely, instructional design, educational leadership and management, local evidence, and belief systems.

Conclusion: The present study clarified the factors affecting critical thinking promotion in e-learning. Not only the instructors but also the educational designers and leaders can benefit from our findings to improve the quality of virtual education programs and promote critical thinking.

No MeSH data available.


Related in: MedlinePlus

The spiral development of critical thinking.
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f1-amep-7-271: The spiral development of critical thinking.

Mentions: The subtheme of people’s previous experiences and intellectual backgrounds suggested that the formation of critical thinking is a gradual process that begins in childhood and gradually evolves during school and university years (Figure 1).


Promotion of critical thinking in e-learning: a qualitative study on the experiences of instructors and students.

Gharib M, Zolfaghari M, Mojtahedzadeh R, Mohammadi A, Gharib A - Adv Med Educ Pract (2016)

The spiral development of critical thinking.
© Copyright Policy
Related In: Results  -  Collection

License 1 - License 2
Show All Figures
getmorefigures.php?uid=PMC4862758&req=5

f1-amep-7-271: The spiral development of critical thinking.
Mentions: The subtheme of people’s previous experiences and intellectual backgrounds suggested that the formation of critical thinking is a gradual process that begins in childhood and gradually evolves during school and university years (Figure 1).

Bottom Line: These experiences were conceptualized in four main themes, namely, instructional design, educational leadership and management, local evidence, and belief systems.The present study clarified the factors affecting critical thinking promotion in e-learning.Not only the instructors but also the educational designers and leaders can benefit from our findings to improve the quality of virtual education programs and promote critical thinking.

View Article: PubMed Central - PubMed

Affiliation: E-learning in Medical Education Department, Virtual School, Tehran University of Medical Sciences, Tehran, Iran.

ABSTRACT

Background: With the increasing popularity of e-learning programs, educational stakeholders are attempting to promote critical thinking in the virtual education system. This study aimed to explore the experiences of both the instructors and the students about critical thinking promotion within the virtual education system.

Methods: This qualitative study recruited the instructors and students from four academic disciplines provided by the Virtual School of Tehran University of Medical Sciences (Tehran, Iran). All programs were master's degree programs and utilized a blended (combination of e-learning and face to face) training. Semistructured interviews with the participants were used to collect data.

Results: The participants had a variety of experiences about how to promote critical thinking. These experiences were conceptualized in four main themes, namely, instructional design, educational leadership and management, local evidence, and belief systems.

Conclusion: The present study clarified the factors affecting critical thinking promotion in e-learning. Not only the instructors but also the educational designers and leaders can benefit from our findings to improve the quality of virtual education programs and promote critical thinking.

No MeSH data available.


Related in: MedlinePlus