Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
This paper examines how the discussion tool is used to
promote critical thinking in an online environment at Marshall
University. The significance of critical thinking in higher
education has been brought to attention at both national and
local levels. The paper studies the use of discussions as an
approach to promote critical thinking in a number of English as
a Second Language (ESL) courses offered by Marshall
University’s Graduate School of Education and Professional
Development (GSEPD) program. At the end of the semester, a
qualitative survey was developed to identify the effectiveness of
such discussions, and the opportunities for improvement. The
survey was sent to all students in these three classes. These
students were all full time teachers in Elementary and
Secondary schools in West Virginia. Out of 21 students, 15 of
them have responded to the three questions asked in the survey.
Almost all the respondents have found discussion helpful in
enhancing learning and critical thinking. Most students support
the involvement of an online instructor in the online discussion,
and faculty members involved in these discussions function as
helpers in the development of critical thinking skills.
