Critical Thinking in eLearning
Critical Thinking in eLearning by Stephen Hudak
In a recent Online Learning and Teaching certification session we spent much time reflecting on the material and our assignments. As companies seek ways to save money while still offering effective, impactful, and worthwhile learning opportunities the online environment will be much sought after.
My favorite module, Module 5, Critical Thinking in eLearning, really showed us how to think about our learning design and helps us create modules aimed at supporting the student’s constructivist learning needs. Having been previously introduced to Simon Sinek’s The Five Whys?, I see where it was heavily drawn from the Socratic Method. Sinek asks the reader to keep asking “Why?”, usually about five times, to drill down to the root cause of an issue. Socrates assigns no number limit to the amount of questions, simply to keep redefining the question till you can no long prove your answer as false. Bloom’s Taxonomy provides some direct questioning methods and examples.
We must allow students time to reflect and make the new material their own. Too often we move from one subject to another in an effort to complete our too-full agenda. Time to think must be built into in-class time. Time to reflect must be given in online learning modules. Give students questions and exercises to stretch them, to make them think more deeply, to find practical applications to new material.