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dc.contributor.authorBreivik, Jens
dc.date.accessioned2017-03-17T13:26:37Z
dc.date.available2017-03-17T13:26:37Z
dc.date.issued2016
dc.description.abstractThe development of critical thinking is a rationale for higher education and an important aspect of online educational discussions. A key component in most accounts of critical thinking is to evaluate the tenability of claims. The community of inquiry framework is among the most influential frameworks for research on online educational discussions. In this framework, cognitive presence accounts for critical thinking as progress through the following phases of inquiry: triggering event, exploration, integration, and solution. This article discusses the cognitive presence construct as a tool for measuring critical thinking. The article traces the philosophical inspirations of the community of inquiry framework and discusses the construct validity of the cognitive presence construct. Empirical findings enabled by the framework are briefly reviewed and discussed. The author argues that since the cognitive presence construct only to a limited degree addresses the discussants’ evaluation of a claim’s tenability, the construct possesses weaknesses for assessing critical thinking in discussions. In making this claim, the article contributes to methodological and theoretical discussions about research on critical thinking in online educational discussions.en_US
dc.descriptionSource: <a href=http://www.ijede.ca/index.php/jde/article/view/970/1620>International journal of e-learning & distance education. 2016;31(1)</a>en_US
dc.identifier.citationBreivik J. Critical Thinking in Online Educational Discussions Measured as Progress through Inquiry Phases: A Discussion of the Cognitive Presence Construct in the Community of Inquiry Framework. International journal of e-learning & distance education. 2016;31(1)en_US
dc.identifier.cristinIDFRIDAID 1405611
dc.identifier.issn1916-6818
dc.identifier.urihttps://hdl.handle.net/10037/10768
dc.language.isoengen_US
dc.publisherCanadian Network for Innovation in Educationen_US
dc.relation.journalInternational journal of e-learning & distance education
dc.relation.urihttp://www.ijede.ca/index.php/jde/article/view/970/1620
dc.rights.accessRightsopenAccessen_US
dc.subjectVDP::Humaniora: 000::Filosofiske fag: 160en_US
dc.subjectVDP::Humanities: 000::Philosophical disciplines: 160en_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.subjectVDP::Social science: 200::Education: 280en_US
dc.titleCritical Thinking in Online Educational Discussions Measured as Progress through Inquiry Phases: A Discussion of the Cognitive Presence Construct in the Community of Inquiry Frameworken_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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