Critical Thinking Skills in Learning

Paper Summary:

This paper discusses the relationship between the knowledge configuration and the buildup of cognitive skills, particularly critical thinking skills. It discusses the bridge that needs to be formed between what the students already know and how this prior knowledge can help them understand and use the latest and emerging topics in the field. It also looks at the use of interactive mechanisms that can relate the theoretical comprehension and the practical use in interaction of these theories.

Table of Contents:
Introduction
Using Solo-User Programs In Collaborative Environments
Using Collaboration Process For Learning
Using Networking Tools For Collaborative Learning
Using LAN Systems For Collaborative Learning
Using Electronic Mails For Collaborative Learning
Using Internet For Collaborative Learning
Combining Multi-Program Systems For Collaborative Learning
Synthesis Of Research On CSCL
Using CSILE For Enhancing Critical Thinking Skills
Using Belvedere For Enhancing Critical Thinking Skills
Using CoVis For Enhancing Critical Thinking Skills
Using Telecomunicando For Enhancing Critical Thinking Skills
Conclusions

From the Paper:

"Computer Supported Collaborative Learning is very much related to the advancements and modifications in the approach towards education and teaching. We have discussed how some researchers highly favor the CSCL mechanism and have carried out studies that have made it come across as the most efficient ridge between education and technology. The two most important factors supporting CSCL are that it was the first to initiate the use of computer technology to improve the value of education and broaden the spectrum of the social interaction of students as well as teachers. All computer based programs that that were designed for individual improvement also proved to be useful in group dynamics. Also, when the computer-based programs offer the students and the teachers the opportunity to work in group dynamics through networks or public databases or internet conferencing, the growth and enhancement of the social interaction and understanding does become more apparent. Networking also helps the students and the teachers to indulge in joint ventures and constantly design and construct more and more educational as well as scientific theories, inquiries, tactics, etc (Jarvela et al, 1999)."

Sample of Sources Used:

• Ahern, T.C., Peck, K. & Laycock, M. (1992). The effects of teacher discourse in computer mediated discussion. Journal of Educational Computing Research 8 (3), 291-309.
• Alavi, M. (1994) Computer-mediated Collaborative Learning: An Empirical Evaluation. MIS Quartely, Vol. 18, Issue 2, p.159.
• Amigues, R. & Agostinelli, S. (1992) Collaborative problem-solving with computer: How can an interactive learning environment be designed? European Journal of Psychology of Education, Vol. VII, no. 4, 325-337.
• Barker, & Kemp, 1990. "Network Theory: A Postmodern Pedagogy for the writing classroom in Handa,C.(ed.) Computers and Community:Teaching Composition in the twenty-first century. Boynton/Cook, Portsmouth, New Hampshire.
• Baker, M., Levy Cohen, J. & Moeller, B. (1997) KidCode: Using Email to structure interactions for elementary mathematics instruction. In R. Hall, N. Miyake & N. Enyedy (Ed.) Computer Support for Collaborative Learning '97. Proceedings of The Second International Conference on Computer Support for Collaborative Learning. December 10-14, 1997. Toronto, Ontario, Canada, 1-9.

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