The effects of different levels of vicarious interactions on critical thinking
Abstract
Vicarious interactions occur when a learner observes and processes direct interactions among other learners and the instructor. Vicarious interactions can be an important source of learning in asynchronous online environments, where learning is accomplished not only by direct participation, but also by reading messages posted by others. This study examined the effects of different levels of vicarious interactions on critical thinking. Specifically, this study was guided by three research questions: (1) Is there a significant difference in the overall level of critical thinking among participants exposed to different levels of vicarious interactions? (2) What are the differences among groups for each of the components of critical thinking? and (3) Are there any differences in participants' perceptions about the effectiveness of different types of vicarious interactions on their reflection processes? A posttest only experimental design with three groups was used for this study. The control group read expository text only. The two experimental groups read either a high or low level discussion transcript. The dependent variable was critical thinking as measured by the Washington State University Critical Thinking Rubric. Letters (posttests) from 58 participants were scored using this rubric. ANOVA results indicated that the higher interaction group scored significantly higher than the other two groups. Fisher's exact test revealed that when each component of the rubric was analyzed, there were no significant differences on any single component. Qualitative analysis of post treatment surveys and interviews showed that discussions mostly helped the participants reinforce their ideas and strengthen their arguments. Facts coming from statistics, articles, and personal experiences turned out to have a strong influence on participants' thoughts. Findings of this study imply the need for instructor intervention to increase the quality of online discussions and stimulate critical thinking. The use of vicarious experiences is also recommended to model exemplary discussions for learners.
Degree
Ph.D.
Advisors
Ertmer, Purdue University.
Subject Area
Educational technology|Curriculum development
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