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Evaluating higher order thinking in ...

Pecka, Shannon L.

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Evaluating higher order thinking in online discussions.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Evaluating higher order thinking in online discussions./
作者:	Pecka, Shannon L.
面頁冊數:	148 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: B.
Contained By:	Dissertation Abstracts International75-08B(E).
標題:	Nursing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3580333
ISBN:	9781303931062

Evaluating higher order thinking in online discussions.
Pecka, Shannon L.

Evaluating higher order thinking in online discussions. - 148 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: B.

Thesis (Ph.D.)--University of Nebraska Medical Center, 2014.

This item is not available from ProQuest Dissertations & Theses.

Background: Teachers are increasingly challenged with creating innovative distance learning teaching strategies that improve students' ability to think at the highest level.

ISBN: 9781303931062Subjects--Topical Terms:

528444
Nursing.

Evaluating higher order thinking in online discussions.
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100 1 $a Pecka, Shannon L. $3 3173730
245 1 0 $a Evaluating higher order thinking in online discussions.
300 $a 148 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: B.
500 $a Adviser: Ann Berger.
502 $a Thesis (Ph.D.)--University of Nebraska Medical Center, 2014.
506 $a This item is not available from ProQuest Dissertations & Theses.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Background: Teachers are increasingly challenged with creating innovative distance learning teaching strategies that improve students' ability to think at the highest level.
520 $a Objectives: The purpose of this study was to evaluate the effects of two grading rubrics on frequency and timing of higher order thinking statements and to determine the association between participants' perceptions of cognitive presence and frequency of higher order thinking statements in online discussions.
520 $a Design: A prospective, descriptive, crossover design.
520 $a Setting: A Midwestern, private, accredited school of Nurse Anesthesia.
520 $a Participants: The convenience sample included 14 senior nurse anesthesia students enrolled in an Advanced Principles of Anesthesia course.
520 $a Methods: Participants were randomized into two equivalent groups. Each group alternated a standardized grading rubric or the Pecka grading rubric for use in an online discussion assignment. Content Analysis Checklists were used to evaluate participants' levels of thinking generated in online discussion posts. A subscale of the Community of Inquiry survey was used to measure cognitive presence. Analyses included a Mann Whitney U and Spearman's rho correlation.
520 $a Results: For discussion 2, the use of the Pecka grading rubric versus a standard grading rubric resulted in more frequent individual participant's higher order thinking statements. No differences were found between groups in the amount of time it took for participant's to generate higher order thinking statements. No association was found between participants' perceptions of cognitive presence and frequency of higher order thinking statements.
520 $a Conclusions: Grading rubrics designed to facilitate and evaluate higher order thinking statements in online discussions have the potential to improve learning outcomes. Teachers must select strategies carefully to optimize learning outcomes when using online discussions.
590 $a School code: 0367.
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650 4 $a Health education. $3 559086
650 4 $a Adult education. $3 543202
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710 2 $a University of Nebraska Medical Center. $3 1021714
773 0 $t Dissertation Abstracts International $g 75-08B(E).
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791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3580333