Abstract
Fostering critical thinking where students share perspectives, reflect and engage with peers is a mainstay in face-to-face contexts, yet this paper presents the viability of critical thinking from an online collaboration across three geographically located U.S. universities. Students critical thinking was tested using a compound variable, “Academic reflectivity” one that measured their critical thinking and the furthering of academic discussions with each other. The results statistically confirm that students were academically reflective in their deliberations over the course of the semester providing those with differing learning styles a means to freely express themselves. This study concludes that online collaborations are a current and viable strategy by which to engage in critical thinking as students in Ukraine currently collaborate experiencing diverse perspectives and fostering a sense of community and shared purpose mitigate the challenges posed by the war. Thus, this paper provides evidence that dialogic reflection optimizes and transforms student learning, and one that can be offered across disciplines and across geographical locations.
Presenters
Anita ChadhaAssociate Professor of Political Science, University of Houston-Downtown, Texas, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Considering Digital Pedagogies
KEYWORDS
E-Pedagogy, Multidisciplinary, Transformative Education
