The purpose of the current study was to determine the impact of different forms of feedback (text/image/video) on the transactional distance (TD) perceptions and critical thinking skills (CTS) of the learners in online collaborative discussions. The study was designed as a quasi-experimental study and was carried out with the participation of 104…

Microblogging networks can potentially increase reflection, learning, and collaboration among undergraduate students. The purpose of this study is to investigate whether the use of Twitter can enhance perceived learning and promote critical thinking, collaborative learning, and active student roles. The participants, 202 undergraduate students,…

College students' autonomous learning (AL) is becoming more important in the information era. The flipped classroom model is gaining great attention, for it is viewed as one of the most effective teaching strategies for accelerating students' AL. Undoubtedly, educators play a significant role in this process. Using a sociocultural lens, this…

Ill-structured problems abound that require sophisticated problem-solving skills, knowledge across multiple domains and the abilities to think critically and communicate effectively. Despite the abundance of rhetoric supporting the need to build these skills in our students, the acquisition of domain-specific knowledge is still the primary focus…

Describes the rewards and challenges of using the Patchwork Text to teach Greek Tragedy to Cambridge University English final-year students. The article uses close reading of the students' texts, analysis and reflection to discuss both the products and the process of Patchwork writing. (Author/AEF)

'Structured Controversy' (SC) is a cooperative learning activity where students, working in small groups, argue one side of an issue and then another side of the same issue in two Rounds. Discussion includes: organizing the activity; evaluation; and positive results. Students reported a high degree of satisfaction with the SC activity and were…

Presents an example of a complete Patchwork Text assignment assembled by a student during the module "Perspectives on Research and Knowledge in Professional Practice." The example illustrates the Patchwork format of a sequence of writing tasks produced at intervals during the course and ending with an attempt at a retrospective synthesis. (AEF)

Describes the introduction of the Patchwork Text in a Masters-level research methods course at Ashcroft International Business School at Anglia Polytechnic University (United Kingdom). Evaluates Patchwork in light of whether it met three objectives: helping students achieve a coherent grasp of the research process; helping students develop the…