Cooperative Learning and Critical Thinking in Face to Face and Online Environments

Abstract

The importance of developing higher order skills in higher education students is a recommendation of several international organizations, so that they are able to respond to the challenges of 21st century society. The literature mentions several methodologies with these potentialities, including Cooperative Learning (CL), especially in presential learning environments. This study aims at comparing the effectiveness of CL in the development of Critical Thinking (CT) skills of higher education students in Portugal in two learning environments: face-to-face and distance learning. A quasi-experimental study was implemented, with pre and posttest, using the Critical and Creative Thinking Test (1.Revista Lusófona de Educação 44:173–189) with 32 students of the 3rd year of the Basic Education Program, distributed in two groups: 1) the presential group (academic year 2018/19) and 2) the distance learning group through synchronous sessions and virtual rooms in small groups (academic year 2019/20). The results show that there are no statistically significant differences in the total score of the Critical and Creative Thinking Test or with regard to the different skills assessed by the Critical and Creative Thinking Test: interpretation, analysis, explanation, evaluation, synthesis and creativity. In line with recent research, these results, to be confirmed at a larger scale, point out that CL is equally effective in promoting CT for students in face-to-face or in distance synchronous learning environments.