One intervention, several benefits: Deliberate computer-assisted argument mapping practices in an online teacher education course

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Computer Assisted Learning Pub Date : 2024-09-13 DOI:10.1111/jcal.13067

Suat Kaya

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Abstract

Background

Ambiguity prevails concerning the fundamental methodological characteristics of computer-assisted argument mapping (CAAM) learning environments, particularly in their capacity to facilitate critical thinking within tertiary education. Previous scholarly investigations have failed to furnish an exhaustive elucidation of the configuration of instructional interventions grounded in CAAM. Furthermore, prior research provides limited evidence to show how a course can be designed and implemented with CAAM practices.

Objectives

This study aimed to explore the influence of CAAM practices on the pre-service teachers' critical thinking skills and the lived experiences of pre-service teachers during CAAM practices based on their perspectives to guide more successful curriculum or instructional designs integrated with CAAM practices.

Methods

The intervention was conducted in an online course called ‘Instructional Methods and Techniques’, which included various instructional methods and techniques to be utilized while implementing a curriculum. This study employed a sequential explanatory mixed method research design conducted with 24 s grade pre-service teachers enrolled in the elementary school department. The quantitative data gathered through a critical thinking scoring rubric were analysed with repeated measures ANOVA to analyse the change in participants' critical thinking scores over time, while a semi-structured interview form developed by the researcher was used to collect data regarding pre-service teachers' experiences, which were analysed with content analysis.

Results

The quantitative findings provided empirical support for the integration of CAAM practices into teacher education programs as a means to enhance the CT skills of pre-service teachers, while content analysis resulted in five themes named as ‘challenges, opportunities, views about Mindmup, feedback and suggestions’. The challenges encountered and subsequently overcome, the opportunities harnessed for critical thinking growth, the role of feedback in the learning process, elimination of interaction problems encountered during online learning, and the need for balanced CAAM usage all contributed to a comprehensive understanding of the potential benefits and considerations associated with CAAM in the context of teacher education.

Conclusions

These insights are invaluable for teacher educators and curriculum designers seeking to prepare future educators as effective critical thinkers capable of addressing the complex challenges within the field of education. Ultimately, the study reinforces the importance of explicit CT instruction and highlights CAAM as a promising avenue for achieving this goal.

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一种干预，多种益处：在线教师教育课程中有意识的计算机辅助论证绘图实践

背景关于计算机辅助论证制图（CAAM）学习环境的基本方法论特征，尤其是其在高等教育中促进批判性思维的能力，普遍存在着不确定性。以往的学术研究未能详尽阐明基于 CAAM 的教学干预措施的配置。本研究旨在探讨CAAM实践对职前教师批判性思维能力的影响，以及职前教师在CAAM实践过程中的生活体验，并从他们的视角出发，指导与CAAM实践相结合的更成功的课程或教学设计。本研究采用了顺序解释混合方法研究设计，对小学部 24 名一年级职前教师进行了研究。通过批判性思维评分标准收集的定量数据采用重复测量方差分析来分析参与者批判性思维得分随时间的变化，而研究者开发的半结构化访谈表则用于收集职前教师的经验数据，并采用内容分析法对这些数据进行分析。所遇到的挑战和随后克服的挑战、利用批判性思维成长的机遇、反馈在学习过程中的作用、消除在线学习过程中遇到的互动问题，以及平衡使用 CAAM 的必要性，所有这些都有助于全面了解 CAAM 在教师教育背景下的潜在益处和相关注意事项。最终，这项研究加强了明确的批判性思维教学的重要性，并强调了 CAAM 是实现这一目标的一个很有前途的途径。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope