Stimulating critical thinking in a virtual learning community with instructor moderations and peer reviews
Stimulating critical thinking in a virtual learning community with instructor moderations and peer reviews
This mixed methods study investigated the dynamic impacts of instructor moderations and peer reviews on critical thinking (CT) in a virtual learning community. Multiple data sets were collected from online discourses, participants’ written reflections, and learning artifacts, and analyzed and triangulated with both quantitative and qualitative methods. Both instructor moderations and peer reviews had great impacts on learner’s CT in multiple ways, and stimulated CT development throughout the sem