Critical thinking components of adult learning

When examining the vast literature on critical thinking, various definitions of critical thinking emerge. Here are some samples:

Critical thinking components of adult learning

This paper focuses on reflection, interaction, and feedback, not only to reinforce learning, but to raise learning to higher levels of critical reflective thinking. It demonstrates the value of interaction and learning communities to enhance quality and effectiveness of online learning, especially in problem solving and critical thinking skills.

The Role of Critical Thinking in the Online Learning Environment Kelly Bruning Abstract Research indicates that critically reflective learning provides students with an opportunity to evaluate concepts learned and apply them to their experiences, contemplating its affect on future learning. This process occurs in a learning community where student interaction and feedback fuels the learning process leading to a higher level of critical reflective thinking for the learner.

The challenge for online instructors is how to incorporate critical thinking in the online environment in an effective manner. This paper addresses the issue of critical thinking and how it is applied in an actual online environment through an interactive exercise created by the instructor.

The exercise not only fuels student learning but also creates a learning community in which students interact and share ideas. The BUS Create-A-Problem exercise described in this paper incorporates critical thinking in the online environment to meet the goals of developing reflective critical thinking in students and to nurture and online learning community that can be used as a model for other online instructors.

The second was to provide usability and functionality of navigating the course. An interaction component among students needed to be incorporated into the course to foster a learning community.

The instructor wanted to reinforce concepts but was faced with the challenge of how to post questions to the discussion board and encourage interaction with other learners. Northwestern Michigan College has a campus-wide movement to incorporate five core general education learning outcomes in all classes.

They are summarized as follows: The ability to problem solve. The ability to communicate with other learners. The ability to use the English language in communication. The ability to read and summarize. The ability to apply critical thinking concepts to course concepts.

It is the goal of Northwestern Michigan College to incorporate as many of these core competencies across the curriculum. Not only did the course need to be designed with functionality and usability in mind but it also needs to incorporate as many general education outcomes as possible. The challenge to the instructor was to gain an understanding of the online learning platform and to think of ways to incorporate the educational learning outcomes as possible.

Two specific areas needed special attention: Critical thinking is defined in the learning outcomes handout distributed to faculty members at Northwestern Michigan College as "The ability for the student to use independent thinking and incorporate concepts learned to problem solve a realistic situation.

In a traditional classroom the learning community is created through natural socialization of students and designing assignments in which students work in groups.

Critical thinking components of adult learning

The critical thinking is stimulated when the instructor asks open-ended thought provoking questions in which student need to tap into their analytical thinking skills and apply the knowledge to the problem. Since students in the online platform work independently through the computer technology medium, the instructor needed to create a way to promote interaction among students similar to group learning in the face-to face course.sumptions and deepens their critical thinking.

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(For ideas on providing constructive feedback, refer to the TEAL Center Formative Assessment Fact Sheet.) References. Brookfield, S. (). The continuing educator and Adult. Adult Learning Theories.

Types of Thinking. Thinking is the cognitive activities you use to process information, solve problems, make decisions, and create new ideas. You use your thinking skills when you try to make sense of experiences, organize information, make connections, ask questions, make plans, or decide what to do.

DEVELOPING THINKING SKILLS: CRITICAL THINKING AT THE ARMY MANAGEMENT STAFF COLLEGE. Roy Eichhorn, Strategic Systems Department. Army Management Staff College. Critical thinking is the ability to think clearly and rationally, understanding the logical connection between ideas.

Critical thinking components of adult learning

Critical thinking has been the subject of much debate and thought since the time of early Greek philosophers such as Plato and Socrates and has continued to be a subject of. Higher order thinking skills include critical, logical, reflective, metacognitive, and creative thinking.

They are activated when individuals encounter unfamiliar problems, uncertainties, questions, or dilemmas. Successful applications of the skills result in explanations, decisions, performances, and products that are valid within the context of available knowledge and experience and that.

Critical thinking is the objective analysis of facts to form a judgment. The subject is complex, and several different definitions exist, which generally include the rational, skeptical, unbiased analysis, or evaluation of factual webkandii.comal thinking is self-directed, self-disciplined, self-monitored, and self-corrective thinking.

It presupposed assent to rigorous standards of.

Creativity, Thinking Skills, Critical Thinking, Problem solving, Decision making, innovation