Abstract
In higher education today there is a high demand for online education, but what is the price paid for making that transition? The purpose of this study was to examine the foundational differences between critical thinking instruction face-to-face and online. Students enrolled in a face-to-face course and students enrolled in an online course were asked to evaluate their self-perceived critical thinking style to compare changes in development between the two modes. Additionally, students were asked to evaluate the extent to which they perceived the instructor to emphasize critical thinking as part of the course instruction. The study, which took place from fall 2011 (face-to-face) to summer 2012 (online), showed that students in an online environment showed greater gains in “seeking” behaviors than their face-to-face peers. However, both groups showed that there was a high level of support for the course instruction emphasizing critical thinking.
 12. Stedman_NACTA Journal.pdf | [ ] | 252 kB |
