Exploring Assessment of Critical Thinking Learning Outcomes in Online Higher Education

View Sample PDF

Author(s): Bernice Bain (Southern New Hampshire University, USA)
Copyright: 2014
Pages: 12
Source title: Handbook of Research on Education and Technology in a Changing Society
Source Author(s)/Editor(s): Viktor Wang (Florida Atlantic University, USA)
DOI: 10.4018/978-1-4666-6046-5.ch089

Keywords: Education / Educational Technologies / Information Science Reference

Purchase

View Exploring Assessment of Critical Thinking Learning Outcomes in Online Higher Education on the publisher's website for pricing and purchasing information.

Abstract

Online education has grown to more than 6 million students with an average age of 33 years old (Kolowich, 2012; Selingo, 2012; Sheehy, 2012). Research indicates online programs are part of many institutions' strategic planning initiatives. Institutions are undergoing increased scrutiny from accrediting bodies, employers, and adult learners. To remain competitive and valid in this changing environment, a significant issue for leaders of online higher education institutions is how to effectively assess online cognitive learning outcomes, such as critical thinking. Adding to the challenge of online assessment of critical thinking is the contextual nature of critical thinking and two differing approaches to assessment. Leaders of online higher education institutions should seek a critical thinking assessment that is based on a theoretical framework of Transformative Learning and Adult Learning Theories. This is explored in this chapter.

The IRMA Community

Research IRM

Exploring Assessment of Critical Thinking Learning Outcomes in Online Higher Education

Purchase

Abstract

Related Content

IRMA Sponsors