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Student performance comparisons for a critical thinking skill set (technology decision‐making) for classroom and remote (Zoom) facilitation
Author(s) -
Holloway Julie A.,
Johnsen David C.,
Syrbu John
Publication year - 2021
Publication title -
journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.53
H-Index - 68
eISSN - 1930-7837
pISSN - 0022-0337
DOI - 10.1002/jdd.12443
Subject(s) - zoom , critical thinking , set (abstract data type) , facilitation , face to face , psychology , distance education , mathematics education , computer science , medical education , medicine , engineering , programming language , philosophy , epistemology , neuroscience , petroleum engineering , lens (geology)
A comparison of student learning in a critical thinking exercise for technology decision‐making occurred with the onset of coronavirus and the switch from face‐to‐face to distance with Zoom. Literature on explicit critical thinking skill sets is scant in any format, including distance learning. While face‐to‐face and Zoom have similarities, seizing this opportunity for comparison can set the stage to determine soundness of distance learning in critical thinking on a preliminary basis. The learning outcome, learning guide and assessment instrument remained the same for the exercise in both formats; student teams presented analyses of different technologies with assessment by 2 faculty as before. Forty students had not completed the exercise when the coronavirus shut down occurred. Students performed at as high a level using virtual/Zoom as with face‐to‐face.