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Can The Use Of Clickers Or Continous Assessment Motivate Critical Thinking?: A Case Study Based On Corporate Finance Students, Lucia Morales
Can The Use Of Clickers Or Continous Assessment Motivate Critical Thinking?: A Case Study Based On Corporate Finance Students, Lucia Morales
Articles
This study explores the use of clickers as a tool to support, encourage and motivate critical thinking in higher education students. A case study was carried out with a cohort of undergraduate students undertaking the BSc. in Accounting and Finance during the academic year 2009/10, were corporate finance was a major component. Since the students in this sample had previously demonstrated passivity during their corporate finance classes, it was proposed that clickers would help motivate them to participate during face to face sessions. Previous research on the use of clickers shows evidence that this tool has a positive effect on …
Supporting Academic Writing Through The Lens Of Critical Thinking, Roisin Donnelly, Marian Fitzmaurice
Supporting Academic Writing Through The Lens Of Critical Thinking, Roisin Donnelly, Marian Fitzmaurice
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Academic writing in the context of producing quality research articles is something which all academics engage in and there is evidence of increased attention to supporting the development of the writing and subsequent output of academics and research students. However, while scholarly writing is learnt in complex ways, critical thinking is an intrinsic part of such writing. In practice the teaching of critical thinking is difficult and there is a lack of discussion about what it means within the context of the writing process. This study describes a pedagogic intervention with a group of academic staff to support he participants …
Crucial Connections: An Exploration Of Critical Thinking And Scholarly Writing, Roisin Donnelly, Marian Fitzmaurice
Crucial Connections: An Exploration Of Critical Thinking And Scholarly Writing, Roisin Donnelly, Marian Fitzmaurice
Other resources
Academic writing in the context of producing quality research articles is something which all academics engage in and there is evidence of increased attention to supporting the development of the writing and subsequent outputs of academics and research students. However, while scholarly writing is learnt in complex ways, critical thinking is an intrinsic part of such writing. In practice the teaching of critical thinking is difficult and there is a lack of discussion about what it means within the context of the writing process. Critical thinking can only be acquired with practice and this study describes a pedagogic intervention with …