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Do Electronic Discussions Create Critical Thinking Spillovers?

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  • Stephen B. Deloach
  • Steven A. Greenlaw

Abstract

Few academics question the relevance of critical thinking in higher education, yet there has been little attempt to investigate which specific pedagogies aid in its development. In this study we assess whether critical thinking can be taught effectively using electronic discussions. In most discussions analyzed, the data show that the quality of a student's argument is positively influenced by the quality of their peers’arguments (critical thinking spillovers). While the use of this pedagogy is promising, best results require an appropriate topic as well as effective management of the discussion. (JEL A2)

Suggested Citation

  • Stephen B. Deloach & Steven A. Greenlaw, 2005. "Do Electronic Discussions Create Critical Thinking Spillovers?," Contemporary Economic Policy, Western Economic Association International, vol. 23(1), pages 149-163, January.
    • Handle: RePEc:bla:coecpo:v:23:y:2005:i:1:p:149-163
    DOI: 10.1093/cep/byi012
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    References listed on IDEAS

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    Cited by:

    1. Elizabeth Perry-Sizemore & Steven A. Greenlaw, 2011. "Writing for Learning in Economics," Chapters, in: Gail M. Hoyt & KimMarie McGoldrick (ed.), International Handbook on Teaching and Learning Economics, chapter 12, Edward Elgar Publishing.
    2. Mary O. Borg & Harriet A. Stranahan, 2010. "Evidence On The Relationship Between Economics And Critical Thinking Skills," Contemporary Economic Policy, Western Economic Association International, vol. 28(1), pages 80-93, January.

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    JEL classification:

    • A2 - General Economics and Teaching - - Economic Education and Teaching of Economics

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