Attitude survey

Facilitating interactions through structured web-based bulletin boards: A quasi-experimental study on promoting learners' critical thinking skills

Yang, Y.-T., Newby, T., & Bill, R. (2008). Computer & Education, 50, 1572-1585.

http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VCJ-4NYJRWV-1&_user=854313&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000046079&_version=1&_urlVersion=0&_userid=854313&md5=2a277fe66573b899a844c794866ce1c7

Interaction analysis model:
Phase I: Sharing comparing of information
Phase II: The discovery and exploration of dissonance or inconsistency among ideas,
concepts, or statements
Phase III: Negotiation of meaning/co-construction of knowledge
Phase IV: Testing and modification of proposed synthesis or co-construction
Phase V: Agreement statements/applications of newly-constructed meaning

Items of attitude survey

Abstract

This experimental study investigated the effectiveness of structured Web-Based Bulletin Board (WBB) discussions in improving the critical thinking (CT) skills of learners involved in veterinary distance learning, as well as their attitudes toward learning via WBBs. The two dependent variables were learners’ CT skills and their attitudes toward learning via WBBs. The learners’ CT skills were examined in different ways: (a) quantitative method: California Critical Thinking Skills Test (CCTST) to holistically investigate the changes in learners’ CT skills, and (b) qualitative method: Interaction Analysis Model to investigate learners’ interaction patterns in different phases of the WBB discussions. Detailed information about inter-rater reliability, the training of the coders, and the coding process is provided. The findings indicated that structured WBBs significantly improved learners’ CT skills and attitudes toward learning via WBBs.

Keywords: Computer-mediated communication; Distance education; Interactive learning environments; Teaching/learning strategies