Examining critical thinking strategies components and challenges in

Examining critical thinking strategies, components, and challenges in higher education: a systematic literature review Mansureh Kebritchi, Ph. D. , University of Phoenix Mansureh. Kebritchi@phoenix. edu Sandra Nunn, D. M. , University of Phoenix sandynunn@email. phoenix. edu Barbara Fedock, Ph. D. , University of Phoenix bfedock 1@email. phoenix. edu Citation: Kebritchi, M. , Nunn, S. , Fedock, B. (2016, October). Examining critical thinking strategies, components, and challenges in higher education: a systematic literature review . Concurrent Session presented at Association for Educational Communications and Technology, Las Vegas, NV.

Importance of Critical Thinking in higher education Critical thinking is considered as one of the most essential skills in 21 century that is not adequately developed among learners

Problem Current USA graduates are not ready to effectively fulfil the demand of 21 century workforce due to lack of critical thinking skills (Association of American Colleges and Universities, 2010; Bureau of Labor Statistics, 2011) Such a reported skill gap underscores the importance of strengthening critical thinking skills among students in higher education

Problem There are many variety of approaches suggested in literature for promoting critical thinking Few studies available that synthesize and integrate the empirical studies’ results and provide an integrative report on existing challenges

Research Questions What are the challenges and issues for promoting critical thinking in higher education? What are the components of critical thinking practice in higher education? What are the established strategies to strengthen critical thinking in higher education?

Method: Framework Literature review using Cooper’s framework (1988) Formulate the problem Collect data Evaluate the appropria teness of the data Analyze and interpret relevant data Organize

Method: Data collection Empirical studies and literature reviews conducted for online courses between 1990 and 2016. The keywords that were used included “critical thinking”, “critical thinking and strategies”, “critical thinking and components”, “critical thinking and challenges” Searching sources: • Online journals • Academic search engines and databases (EBSCO HOST, ERIC, Google Scholar) • Related conference websites

Method: Data Evaluation, Analysis 61 articles were found 30 focused 25 focused 6 focused on on on components strategies challenges The remaining articles that No articles did not appeared to discuss overlap specific issues were excluded

Findings: Challenges Studies Lack of unified definition of critical thinking Disagreement related to relation of critical thinking and discipline Lack of faculty Training and pedagogy for teaching critical thinking Clarke & Gabert (2004) Halx and Reybold (2005) Nicholas and Raider-Roth (2016) Misalignment between critical thinking teaching approaches, assessment tools, and higher education institution definition of critical thinking Nicholas & Raider-Roth (2016) Kerkman and Jonson, (2014) Stassen, Herrington, and Henderson (2011) Lioyd and Bahr (2010) Discipline based Bailin, Case, Coombs, & Daniels, (1999 b) Laurillard (1993) Mc. Peck (1981) Nicholas, & Chalmer, Labig (2013) Nicholas & Raider-Roth (2016) Pithers & Soden (2000) Ramsden (1992) Discipline neutral Davies, 2006 (2013) Halx & Reybold (2005) Moore (2011)

Findings: Challenges Studies Assessment format Assessment and discipline Ennis &Weir (1985); Critical Thinking Essay Test (EWCTET Norris & Ennis (1989) Taube (1997) Facione (1990 b) Watson & Glaser (1980) Integration of Internet, modern communication tools Open ended Multiple choice Mixed Assessment Halpern (2007) Nicholas & Labig (2013) Paul (2014) Tractenberg, Gushta, Mulroney, and Weissinger (2013) Gorton and Hayes (2014) Renaud & Murrary (2008) Rane-Szostak, and Robertson (1996) West, Bross, and Snyder (2007) Heisserer (2006) Plencner (2014) Discipline based

Recommendations: Challenges Use a consistent definition across the institution Develop training for faculty Use combined assessment formats and methods (multiple choices, open ended, profiles, discussion, observation Educate learners using the Internet, games; information evaluation Use discipline based assessment to more appropriately measure students’ critical thinking skills

Findings: Components Source Six Components of Critical Thinking Interpretation Analysis Evaluation Inference Explanation Self-Regulation Facione (1990) Seven Components of Critical Thinking Halpern (1998) How to determine cause Recognition and critique of assumptions Analyzing relationships How to support conclusions Degrees of likelihood vs. uncertainty How to integrate data into broader framework Solving problems using analogies

Findings: Components Source Other Components of Critical Thinking Identify key issues Determine relationships Make valid data-based inferences Draw conclusions Interpret validity of conclusions Self-correct ideas Solve problems Pascarella & Terenzini (2005) Eight Components of Critical Thinking Information Questions at issue Purpose Point of view Implications and consequences Assumptions Concepts Interpretation and inference Foundation for Critical Thinking (2007)

Recommendations: Components Based on past and current literature Synthesizes past and current literature into 5 key components for critical thinking Components (Piergiovanni, 2014) 1. Ask questions 2. Apply reason 3. Identify underlying assumptions 4. Evaluate/ Present data 5. Determine results

Findings: Strategies Case studies in which students analyze scenarios by utilizing problem solving skills Studies Popil (2011) Zimmerman, Short, and Hendrix (2014) Debates students evaluate different argument sides Alasmari and Ahmed (2013) Zare and Othman (2015) Role playing which involves the investigation of different perspectives Wu, Hou, Hwang, & Liu (2013) Kalekioglu and Gulbahar (2014) Schindler & Burkholder (2014)

Findings: Strategies Use of classroom modeling of critical thinking to teach strategies Studies Use of Socratic methods to ask probing questions Use of Problem-based learning (PBL) as a student centered strategy Ennis (1989) Tiruneh, Verburgh, & Elen (2014) Glaser (1984) Fahim and Masouleh (2012) Mangrum (2010) Yang, Newby, & Bill (2005) Ting (2009)Giddens, Brady, Brown, Wright, Smith, and Arris (2008) Paul & Elder (2010) Watkins & Earnhardt (2015) Yu, Lin, Ho, &Wang (2015) Sendag and Odabasi (2009) Van Gelder (2005) Using concept mapping to break down concepts Chen, Liang, Lee, & Liao (2011) Wheeler and Collins (2003) Use of scaffolding to chunk ideas and empower Students Stedman & Adams (2012) Sharma and Hannafin (2005) Using close reading for critical analysis Kelly (2013)

Recommendations: Strategies Based on empirical data Development of critical thinking skills is a challenge for institutions of higher learning leaders. Traditional strategies primarily used Disagreement over effectiveness Need for new strategies

Conclusion Challenges for promoting critical thinking inform educators and make them more prepare to address the issues The number of critical thinking components has been refined down to five key components. The examination of a wide range of non-traditional strategies are being investigated by higher institutes of learning leaders.

Conclusion This literature review identified major issues and barriers that affect cultivating critical thinking in higher education and recommendations were made Educators, instructional designers, and institutions may consider the identified issues/recommendations to improve critical thinking teaching

Thank you Questions? Mansureh Kebritchi, Ph. D. , University of Phoenix Mansureh. Kebritchi@phoenix. edu Sandra Nunn, D. M. , University of Phoenix sandynunn@email. phoenix. edu Barbara Fedock, Ph. D. , University of Phoenix bfedock 1@email. phoenix. edu Citation: Kebritchi, M. , Nunn, S. , Fedock, B. (2016, October). Examining critical thinking strategies, components, and challenges in higher education: a systematic literature review . Concurrent Session presented at Association for Educational Communications and Technology, Las Vegas, NV.