Identifying and measuring critical thinking in online asynchronous discussions

Abstract

Engagement in critical thinking in an online asynchronous discussion (OAD) may be a desired educational outcome. However, tools are needed to determine if such engagement is actually occurring. This study presents such a tool through the development of a model for identifying and measuring critical thinking in an OAD. The model is tested through its application to the content analysis of the OAD transcripts of eight student participants in an online graduate course. The model, which included four critical thinking processes, descriptions, indicators, and examples, proved effective for the identification and measurement of individuals' critical thinking in OADs. Suggestions for further research include additional testing of the model using other raters and other OADs in order to promote reliability and validity.