Abstract—In this article I will share a self- study of an online course. The course being explored is a first year undergraduate degree course with a large student cohort. In order to provide relevant and positive student experiences, best teaching practices are constantly being sourced, critiqued and explored. Two assessment styles will be discussed such as, experiential based learning, which allows students to maximise their own learning potential and the use of discussion board as on online learning tool, which promotes a writing collaboration between student and facilitator. As part of my current Doctoral research, this paper will further demonstrate how students developed critical thinking skills using their own sense of a writing identity; they became the creators of knowledge sharing. Analysing the course feedback and outcomes revealed not only androgogical challenges and successes in cultural competence, but also how e-learning success can be achieved in developing critical thinking skills within a cultural framework for first year students. The outcome of this research will contribute to the existing knowledge on best teaching practice in online teaching and learning within a cultural framework and its implications for the future.
Index Terms—Asynchronous learning, critical thinking, cultural framework, e-learning.
Gail K. Tillman is with the Wollotuka Institute, University of Newcastle, NSW, Australia (e-mail: firstname.lastname@example.org).
Cite: Gail K. Tillman, "Facilitating the Creation of Knowledge within an e-Learning Framework to Develop Critical Thinking Skills," International Journal of Information and Education Technology vol. 6, no. 2, pp. 166-169, 2016.