1. Online Questioning Techniques that Enhance Critical Thinking Bridget Arend University of Denver

2. Effective Questioning Techniques In the face-to-face classroom

3. Questioning Techniques  Create a safe environment Start easy Dignify responses Listen/repeat/paraphrase  Ask higher cognitive level questions Use open-ended questions Pose before, during, after assignments Plan and think through questions/anticipate answers  Give time to respond 3+ seconds  Probe/redirect/reinforce Be specific Praise sparingly Encourage full/even participation  Understand the thinking process Collect baseline data Question at and slightly above average levels Look for assumptions/ fallacies/misconceptions  Teach thinking skills Model/challenge/make explicit

4. Differences in online discussions o Not sequential o Not spontaneous o No non-verbal cues Everything written Asynchronous Required No time constraints Can ‘revise’ comments Everyone has to speak

5. Effective Questioning Techniques In the online classroom

6. Study Details  Site = CCCOnline  Two phase, mixed-method design Phase I/Quantitative = 60 courses across disciplines  Surveys of 411 students and 51 instructors  60 course observations Phase II/Qualitative = follow up of 9 courses  Email/phone interviews with 29 students and 8 instructors  9 course observations

7. Study Findings Positively related  Discussions  Written assignments  (Problem assignments, Journals) Negatively Related  Finals/Midterms  Non-graded assignments  (Knowledge-based, multiple-choice questions) Critical Thinking Strategies

8. Online Discussions  Where “the class” takes place  Purpose: Explore different concepts or strategies to solve a problem Apply material, dig deeper  Informal/formative Graded, but informal Focus on content and development of ideas rather than format and structure

9. Online Discussions  Time for reflection Spent time preparing for discussions, think about ahead of time, look up supporting material  All students required to “speak”

10. Online Discussions  Can be challenging for students Some struggle to express themselves in written format Some more comfortable with instructor-led discourse

11. Online Discussions  Instructors with higher critical thinking levels: Used more discussions Made discussions a higher percentage of course grade (10-40%) Facilitation style:  Remain neutral  Respond less frequently  Respond purposefully - probe/challenge

12. Examples “Good point.” “Well said, I agree.” “Anyone else?” Vs. “Thanks for your contributions. Now some in this debate would say [presents one side of the argument]…while others defend [presents the other side…[provides a link to a related article]…where do you stand?”

13. Questioning Techniques  Create a safe environment Start easy Dignify responses Listen/repeat/paraphrase  Ask higher cognitive level questions Use open-ended questions Pose before, during, after assignments Plan and think through questions/anticipate answers  Give time to respond 3+ seconds  Probe/redirect/reinforce Be specific Praise sparingly Encourage full/even participation  Understand the thinking process Collect baseline data Question at and slightly above average levels Look for assumptions/ fallacies/misconceptions  Teach thinking skills Model/challenge/make explicit

14. An Example

15. Thank you! Bridget Arend University of Denver bridget.arend@du.edu http://portfolio.du.edu/barend