All students enrolled in a course could have a chance to attend the AM-supported online group debate activities and the whole process and outcomes of online group debate could be visualized by AM. In the study, an innovative argumentation construction way was designed. The current study aimed to explore the effects of argument map (AM)-supported online group debate activities on college students’ critical thinking, including their depth and phases of critical thinking, and the relationship between students’ depth of critical thinking and their number of speeches. Moreover, it is hard to make a visualized record about the whole process and contents of the traditional debate activity. However, traditional debate activities which are typically carried out in the physical classroom may meet some obstructions of limited time and space, which would result in the phenomenon that many participants act as silent watchers rather than mind exchangers. Results are discussed in light of research and theory on the best practices of providing CT instruction through argument mapping and e-learning environments.ĭebate has been warranted as a meaningful activity to promote students’ higher-level thinking, such as critical thinking. However, both the latter variables were correlated with CT ability at post-testing. There were no effects of training on either motivation for learning or need for cognition. In addition, AM-infused CT course participants exhibited a significantly larger gain in both overall CT and in argument analysis (a CT subscale) than controls.
Results revealed that participation in the AM-infused CT course significantly enhanced overall CT ability and all CT sub-scale abilities from pre- to post-testing and that post-test performance was positively correlated with motivation towards learning and dispositional need for cognition. Seventy-four undergraduate psychology students were allocated to either an AM-infused CT e-learning course or a no instruction control group and were tested both before and after an 8-week intervention period on CT ability using the Halpern Critical Thinking Assessment.
The current research examined the effects of a critical thinking (CT) e-learning course taught through argument mapping (AM) on measures of CT ability.
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