Barriers in fostering critical thinking in higher distance education: faculty members’ perceptions

 
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Τμήμα περιοδικού (EL)
Άρθρο (EL)
2023 (EL)
Barriers in fostering critical thinking in higher distance education: faculty members’ perceptions (EN)
VORVILAS, GEORGE
GIANNOULI, VARVARA
Nowadays, the central role of Critical Thinking (CT) in Higher Education is a fundamental educational priority and its fostering in courses is a fundamental major concern that underpins contemporary educational approaches, both in conventional (face-to-face) and Distance Education (DE). However, literature has highlighted several barriers that prevent the fostering of CT, which concern faculty, students, higher education institutions, and the educational methodologies they apply. While such barriers have been explored mainly in face-to-face education, their systematic detection in DE environments is limited. In an attempt to fill this gap, the present study conducted a qualitative research design regarding the perceptions of tutors who are employed in DE courses of the Hellenic Open University (HOU) about the factors that hinder the fostering of CT. The findings showed that the most important barrier which is related to tutors themselves is the lack of training in CT. Concerning students, their stereotypes, worldviews, busy schedules, and lack of motives and expectations, act as deterrents to any attempt toward CT. Regarding the implementation of DE, tutors pointed out several communication barriers they face, being away from students. (EN)
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Critical thinking, Distance Education, barriers, tutors (EN)
Πανεπιστήμιο Πατρών
Πασιθέη - Ηλεκτρονικές επιστημονικές δημοσιεύσεις Ανοικτής Πρόσβασης
Άρθρα
Mediterranean Journal of Education
Αγγλική γλώσσα
2023-01-01
10.26220/mje.4144
https://pasithee.library.upatras.gr/mje/article/view/4144
Array (EN)
2732-6489
Mediterranean Journal of Education; Vol. 3, N. 1 (2023); 17-27 (EL)
Mediterranean Journal of Education; Vol. 3, N. 1 (2023); 17-27 (EN)
Copyright (c) 2023 Mediterranean Journal of Education (EL)



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