An exploratory quantitative case study of critical thinking development through adult distance learning

Abstract

Critical thinking is a metacognitive process that, through purposeful, self-regulatory reflective judgment; skills of analysis, evaluation and inference; and a disposition towards thinking, increases the chances of producing a logical conclusion to an argument or solution to a problem. Critical thinking is vital for not only educational achievement, but also continuous professional development, as it is necessary in social and interpersonal contexts, where adequate decision-making and problem-solving are necessary on a daily basis—which is of particular relevance to adult distance learners, many of whom return to learning to further their professional development. Though a large body of extant research focuses on traditional BA student’s critical thinking performance, there is a dearth of research conducted on more mature adults’ critical thinking. ADL provides a unique opportunity to explore these abilities and the effects of critical thinking instruction through distance learning on such performance. Given the potential benefits linked with critical thinking and associated with adult distance learning, the aim of the current, retrospective, exploratory case study was to examine the effects of an adult distance learning critical thinking module, taught through a BA Training and Education programme, on critical thinking performance. A series of six paired samples t-tests were conducted in order to assess the performance of 95 ADLs from pre-to-post-testing on overall critical thinking performance and the critical thinking sub-scales of hypothesis-testing; verbal reasoning; argument analysis; judging likelihood an uncertainty; and problem-solving. Correlational analysis was also conducted. Results revealed a significant increase from pre-to-post-intervention on overall critical thinking performance, as well as all critical thinking sub-scale performances. However, there were no effects of active engagement with the module, disposition towards thinking or motivation towards learning on critical thinking performance. Results are discussed in light of theory and research on critical thinking.