English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Networked learning provides opportunities for learners to develop their critical thinking, an important 21st century competency, through dialogue with fellow learners to consider other perspectives and negotiate and critique ideas and arguments. However, much extant literature has not examined networked learning environments among younger learners nor the optimal conditions for enhancing critical thinking. Therefore, a study was carried out to investigate these conditions. A learning analytics networked learning environment was designed and 264 secondary three students participated in the 10-week long intervention as part of their English curriculum. Individual and collective social network metrics, critical reading scores, and self-reported survey data were used to quantitatively evaluate students’ critical reading performance in relation to their participation in networked learning. Results highlight several optimal conditions, notably that it is not just participation of the learner that enhances critical thinking but the learners’ reciprocity in replying and the distance of those posts in the network. Discussions and implications of the findings follow to provide insightful understanding of how the rich and complex settings of networked learning can enhance critical thinking capacities in secondary schooling.

Exploring Conditions for Enhancing Critical Thinking in Networked Learning: Findings from a Secondary School Learning Analytics Environment