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USING SPACE IN SOCIAL MEDIA TO PROMOTE UNDERGRADUATE STUDENTS’ CRITICAL THINKING SKILLS

Year 2015, Volume: 16 Issue: 4, 38 - 49, 05.10.2015
https://doi.org/10.17718/tojde.94170

Abstract

The current study was conducted to see the effectiveness of using social media to enhance students’ critical thinking skills. To fulfill the purpose of the study, a 14-week experimental study was performed with two groups of students. Both groups were introduced to how to respond to questions based on Revised Bloom’s Taxonomy. During the period of doing the activity, students in the experimental group had to post answers in Facebook and got feedback from peers and teacher as mutual learning while those in the control group wrote their replies in papers and submitted them to the teacher in class. The research instruments used in this study included pre-and post-tests and a questionnaire. The data were analyzed by using dependent t-tests, independent t-tests, means, and standard deviations. After the experiment there was a difference in the mean scores of critical thinking ability between the two groups at the significance level of .05. The data obtained from the questionnaire manifested students’ positive attitudes towards English instruction delivered through questioning technique and postings in Facebook.

References

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  • Kuwait University as a case study. Assessment & Evaluation in Higher Education, 34(5), 529-5
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  • Baran, E., & Correia, A-P. (2009). Student-led facilitation strategies in online discussions.
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  • Black, A. (2005). The use of asynchronous discussion: Creating a text of talk.
  • Contemporary Issues in Technology and Teacher Education, 5 (1), 5-24. Retrieved October 3, 2005 from http://www.citejournal.org/vol5/iss1/languagearts/article1.cfm
  • Chang, S. H., & Smith, R. A. (2008). Effectiveness of personal interaction in a learner- centered paradigm distance education class based on student satisfaction. Journal of
  • Research onTechnology in Education, 40(4), 407-427. Chen, Y., Liu, E., Shih, R., Wu, C., & Yuan, S. (2011). Use of peer feedback to enhance elementary students’ writing through blogging. British Journal of Educational Technology, 42(1), E1-E4.
  • Cheung, C. M., Chiu, P., & Lee, M. (2011). Online social networks: Why do students use
  • Facebook?Computers in Human Behavior, 27, 1337-1343.
  • Deal, J., & Hegde, S. (2013). Seinfeld and economics: How to achieve the revised Bloom’s
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  • Ekahitanond, V. (2013). Promoting undergraduate students’ critical thinking skills through peer feedback activity in an online discussion forum. Alberta journal of
  • Educational Research, 59(2), 247-265. Ekoc, A. (2014). Facebook groups as a supporting tool for language classrooms. Turkish
  • Online Journal of Distance Education, 15(3), 18-26. Estus, E. (2010). Using facebook within a geriatric pharmacotherapy course. American
  • Journal of Pharmaceutical Education74(8):145. Hatcher, D. L., & Spencer, L. A. (2005). Reasoning and Writing: From Critical Thinking to
  • Composition. 3rd. ed. Boston: American Press. Hylton, M. E. (2007). Facilitating online learning communities: A comparison of two discussion facilitation techniques. Journal of Technology in Human Services, 25(4), 63
  • Jones, S., & Fox, S. (2009). Generations Online in 2009. Retrieved April 14, 2011 from http://www.pewinternet.org/w/media//Files/Reports/2009/PIP_Generations_2009. pdf
  • Kent, M. (2013). Changing the conversation: Facebook as a venue for online class discussion in higher education. MERLOT Journal of Online Learning and Teaching. 9(4), 546-5
  • Kitchakarn, O. (2012). Using blogs to improve students’ summary writing abilities.
  • Turkish Online Journal of distance Education. 13(4), 209-219. Kitchakarn, O. (2013). Peer feedback through blogs: An effective tool for improving students’ writing abilities. Turkish Online Journal of distance Education. 14(3), 152-164.
  • Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212-218.
  • Ladyshewsky, R. K. (2006). Peer coaching: A constructivist methodology for enhancing critical thinking in postgraduate business education. Higher Education Research & Development, 25(1), 67-84.
  • Legg, T. J, Adelman, D., Mueller, D., & Levitt, C. (2009). Constructivist strategies in online distance education in nursing. Journal of Nursing Education, 48(2), 64-84.
  • Lewis, B. K., & Nichols, C. (2012). Social media and strategic communication: A two-year study of attitudes and perceptions about social media among college students. Public
  • Relations Journal, 6(4), 1-10. Retrieved from http://www.prsa.org/Intelligence/PRJournal/Documents/2012LewisNichols.pdf
  • Li, L. & Pitts, J. P. (2009). Does it really matter? Using virtual office hours to enhance student-faculty interaction. Journal of Information Systems Education, 20(1), 175-185.
  • Marra, R. M., Moore, J. L., & Klimczak, A. K. (2004). Content analysis of online discussion forums: A comparative analysis of Protocols. Educational Technology Research & Development, 52(2), 23-40.
  • Matney, M., & Borland, K. (2009). Facebook, blogs, tweets: How staff and units can use social networking to enhance student learning. Paper presented at the annual meeting of the National Association for Student Personnel Administrators, Seattle, WA, USA, March 12, 2009.
  • Maurino, P. S. M. (2006-2007). Looking for critical thinking in online threaded discussions. Journal of Educational Technology Systems, 35(3), 241-260.
  • Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2009), The effects of teacher self-disclosure via Facebook on teacher credibility. Learning, Media and Technology, 34(2), 175-183.
  • Muñoz, C. L., & Towner, T. (2011). Back to the “wall”: How to use Facebook in the college classroom. First Monday, 16, 12-15.
  • Murphy, K. L, Mahoney, S. E., Chen, C-Y, Mendoza-Diaz, N. V., & Yang, X. (2005). A constructivist model of mentoring, coaching, and facilitating online discussions. Distance Education, 26(3), 341–366.
  • Murphy, E., & Rodriguez-Manzanares, M. A. (2009). Sage without a stage: Expanding the object of teaching in a web-based, high-school classroom. International Review of
  • Research in Open and Distance Learning, 10(3), 1-19. Nagi, K., & Vate-U-Lan, P. (2009). Using emergent technologies for facilitating engaged learning in a virtual learning environment. International Journal of the Computer, the Internet and Management,17(1), 61-66.
  • Payne, C. R., & Reinhart, C. J. (2008). Can we talk? Course management software and the construction of knowledge. On the Horizon, 16(1), 34-43.
  • Schroeder, J., & Greenbowe, T. J. (2009). The chemistry of Facebook: Using social networking to create an online community for the organic chemistry. Innovate: Journal of Online Education, 5(4), 1-7.
  • Scriven, M., & Paul, R. (2003). Defining Critical Thinking. Retrieved October 8, 2011, from http://www.criticalthinking.org/University/univclass/Defi ning.html
  • Selwyn, N. (2009). Faceworking: Exploring students’ education-related use of Facebook.
  • Learning, Media and Technology, 34, 157–174. Seo, K. K. (2007). Utilizing peer moderating in online discussions: Addressing the controversy between teacher moderation and nonmoderation. The American Journal of
  • Distance Education, 21(1), 21-36. Thormann, J. (2008). Student moderators in an online courses. Online Classroom, 1, 7.
  • Valenzuela, S., Park, N., & Kee, K. F. (2009). Is there social capital in a social network site?: Facebook use and college students’ life satisfaction, trust, and participation.
  • Journal of Computer-Mediated Communication, 14, 875–901. Wang, Q. (2009). Design and evaluation of a collaborative learning environment.
  • Computers & Education, 53, 1138–1146.
Year 2015, Volume: 16 Issue: 4, 38 - 49, 05.10.2015
https://doi.org/10.17718/tojde.94170

Abstract

References

  • Al-Fadhli, S., & Khalfan, A. (2009). Developing critical thinking in e-learning environment:
  • Kuwait University as a case study. Assessment & Evaluation in Higher Education, 34(5), 529-5
  • Anderson, L., & Krathwohl, D. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.
  • Baran, E., & Correia, A-P. (2009). Student-led facilitation strategies in online discussions.
  • Distance Education, 30(3), 339-361. doi: 10.1080/01587910903236510
  • Barnett-Queen, T., Blair, R., & Merrick, M. (2005). Student perspectives on online discussions: Strengths and weaknesses. Journal of Technology in Human Services, 23(3/4), 229-244.
  • Black, A. (2005). The use of asynchronous discussion: Creating a text of talk.
  • Contemporary Issues in Technology and Teacher Education, 5 (1), 5-24. Retrieved October 3, 2005 from http://www.citejournal.org/vol5/iss1/languagearts/article1.cfm
  • Chang, S. H., & Smith, R. A. (2008). Effectiveness of personal interaction in a learner- centered paradigm distance education class based on student satisfaction. Journal of
  • Research onTechnology in Education, 40(4), 407-427. Chen, Y., Liu, E., Shih, R., Wu, C., & Yuan, S. (2011). Use of peer feedback to enhance elementary students’ writing through blogging. British Journal of Educational Technology, 42(1), E1-E4.
  • Cheung, C. M., Chiu, P., & Lee, M. (2011). Online social networks: Why do students use
  • Facebook?Computers in Human Behavior, 27, 1337-1343.
  • Deal, J., & Hegde, S. (2013). Seinfeld and economics: How to achieve the revised Bloom’s
  • Taxonomy in an introductory economics class. International Journal of Teaching and Learning in Higher Education, 25(3), 388-395. Duron, R., Limbach, B., & Waugh. W. (2006). Critical thinking framework for any discipline. International journal of Teaching and Learning in Higher Education, 17(2), 160-1
  • Ekahitanond, V. (2013). Promoting undergraduate students’ critical thinking skills through peer feedback activity in an online discussion forum. Alberta journal of
  • Educational Research, 59(2), 247-265. Ekoc, A. (2014). Facebook groups as a supporting tool for language classrooms. Turkish
  • Online Journal of Distance Education, 15(3), 18-26. Estus, E. (2010). Using facebook within a geriatric pharmacotherapy course. American
  • Journal of Pharmaceutical Education74(8):145. Hatcher, D. L., & Spencer, L. A. (2005). Reasoning and Writing: From Critical Thinking to
  • Composition. 3rd. ed. Boston: American Press. Hylton, M. E. (2007). Facilitating online learning communities: A comparison of two discussion facilitation techniques. Journal of Technology in Human Services, 25(4), 63
  • Jones, S., & Fox, S. (2009). Generations Online in 2009. Retrieved April 14, 2011 from http://www.pewinternet.org/w/media//Files/Reports/2009/PIP_Generations_2009. pdf
  • Kent, M. (2013). Changing the conversation: Facebook as a venue for online class discussion in higher education. MERLOT Journal of Online Learning and Teaching. 9(4), 546-5
  • Kitchakarn, O. (2012). Using blogs to improve students’ summary writing abilities.
  • Turkish Online Journal of distance Education. 13(4), 209-219. Kitchakarn, O. (2013). Peer feedback through blogs: An effective tool for improving students’ writing abilities. Turkish Online Journal of distance Education. 14(3), 152-164.
  • Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212-218.
  • Ladyshewsky, R. K. (2006). Peer coaching: A constructivist methodology for enhancing critical thinking in postgraduate business education. Higher Education Research & Development, 25(1), 67-84.
  • Legg, T. J, Adelman, D., Mueller, D., & Levitt, C. (2009). Constructivist strategies in online distance education in nursing. Journal of Nursing Education, 48(2), 64-84.
  • Lewis, B. K., & Nichols, C. (2012). Social media and strategic communication: A two-year study of attitudes and perceptions about social media among college students. Public
  • Relations Journal, 6(4), 1-10. Retrieved from http://www.prsa.org/Intelligence/PRJournal/Documents/2012LewisNichols.pdf
  • Li, L. & Pitts, J. P. (2009). Does it really matter? Using virtual office hours to enhance student-faculty interaction. Journal of Information Systems Education, 20(1), 175-185.
  • Marra, R. M., Moore, J. L., & Klimczak, A. K. (2004). Content analysis of online discussion forums: A comparative analysis of Protocols. Educational Technology Research & Development, 52(2), 23-40.
  • Matney, M., & Borland, K. (2009). Facebook, blogs, tweets: How staff and units can use social networking to enhance student learning. Paper presented at the annual meeting of the National Association for Student Personnel Administrators, Seattle, WA, USA, March 12, 2009.
  • Maurino, P. S. M. (2006-2007). Looking for critical thinking in online threaded discussions. Journal of Educational Technology Systems, 35(3), 241-260.
  • Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2009), The effects of teacher self-disclosure via Facebook on teacher credibility. Learning, Media and Technology, 34(2), 175-183.
  • Muñoz, C. L., & Towner, T. (2011). Back to the “wall”: How to use Facebook in the college classroom. First Monday, 16, 12-15.
  • Murphy, K. L, Mahoney, S. E., Chen, C-Y, Mendoza-Diaz, N. V., & Yang, X. (2005). A constructivist model of mentoring, coaching, and facilitating online discussions. Distance Education, 26(3), 341–366.
  • Murphy, E., & Rodriguez-Manzanares, M. A. (2009). Sage without a stage: Expanding the object of teaching in a web-based, high-school classroom. International Review of
  • Research in Open and Distance Learning, 10(3), 1-19. Nagi, K., & Vate-U-Lan, P. (2009). Using emergent technologies for facilitating engaged learning in a virtual learning environment. International Journal of the Computer, the Internet and Management,17(1), 61-66.
  • Payne, C. R., & Reinhart, C. J. (2008). Can we talk? Course management software and the construction of knowledge. On the Horizon, 16(1), 34-43.
  • Schroeder, J., & Greenbowe, T. J. (2009). The chemistry of Facebook: Using social networking to create an online community for the organic chemistry. Innovate: Journal of Online Education, 5(4), 1-7.
  • Scriven, M., & Paul, R. (2003). Defining Critical Thinking. Retrieved October 8, 2011, from http://www.criticalthinking.org/University/univclass/Defi ning.html
  • Selwyn, N. (2009). Faceworking: Exploring students’ education-related use of Facebook.
  • Learning, Media and Technology, 34, 157–174. Seo, K. K. (2007). Utilizing peer moderating in online discussions: Addressing the controversy between teacher moderation and nonmoderation. The American Journal of
  • Distance Education, 21(1), 21-36. Thormann, J. (2008). Student moderators in an online courses. Online Classroom, 1, 7.
  • Valenzuela, S., Park, N., & Kee, K. F. (2009). Is there social capital in a social network site?: Facebook use and college students’ life satisfaction, trust, and participation.
  • Journal of Computer-Mediated Communication, 14, 875–901. Wang, Q. (2009). Design and evaluation of a collaborative learning environment.
  • Computers & Education, 53, 1138–1146.
There are 46 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Fasawang Pattanapıchet This is me

Saovapa Wıchadee This is me

Publication Date October 5, 2015
Submission Date October 5, 2015
Published in Issue Year 2015 Volume: 16 Issue: 4

Cite

APA Pattanapıchet, F., & Wıchadee, S. (2015). USING SPACE IN SOCIAL MEDIA TO PROMOTE UNDERGRADUATE STUDENTS’ CRITICAL THINKING SKILLS. Turkish Online Journal of Distance Education, 16(4), 38-49. https://doi.org/10.17718/tojde.94170

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