Tutors’ Roles Depending on Problem-Solving Phases for Facilitating the Critical Thinking Ability in Online Learning
(주)학지사
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- 2015.03.25
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- 2011.04
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서지정보
ㆍ발행기관 : 한국교육공학회
ㆍ수록지정보 : Educational Technology International / 12권 / 1호
ㆍ저자명 : Seong Ik PARK, Yoon-Jung KIM
목차
Introduction
Theoretical Backgrounds
Research procedures
Results and Discussion
Conclusion and Implication
References
한국어 초록
Facilitating critical thinking is important for students' cognitive growth and knowledgeacquisition. This study examines the dimensions of tutors’ roles in facilitating the criticalthinking required for problem solving in online discussions. The research procedures includeidentifying the research problems related to critical thinking skills; synthesizing theories andperspectives on critical thinking skills; and analyzing, validating, and determining tutors’ roles.Using the results of this study, problem solving processes are divided into four phases:analyzing, judging, inferencing, and meta-cognitively evaluating. Tutors’ roles in onlineproblem solving can be categorized into four domains: cognitive, social, managerial, andtechnical. Tutors’ roles in each domain are specifically analyzed, and the strengths, weaknesses,and improvements in tutors’ facilitation of critical thinking for online problem solving areevaluated.
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