Abstract
This article describes and analyzes efforts to use collaborative asynchronous discussion forums in a three semester online education program for NGO leaders and managers in Slovakia. Slovakia, as a country with autocratic styles of teacher-centered education, presents strong barriers to the implementation of collaborative learning activities. The authors used Garrison’s four stage cognitive processing categories to analyze some of the online discussions in the program. The two higher order critical thinking categories – integration and solution – appeared in student discussions only when prompted by specific instructional techniques.
Highlights
Slovakia, similar to other post-communist countries, is struggling with a significantly higher use of authoritarian teaching methods than countries in Western Europe or North America
General discussion forums were used mostly for resolving administrative and technical problems, and the part of the discussion that dealt with course content did not include any higherlevel thinking
It is clear that even in the context of Slovak authoritarian traditions, it is possible to achieve higher order thinking, integration, and solution searching in asynchronous discussions by applying encouraging instructional techniques
Summary
Similar to other post-communist countries, is struggling with a significantly higher use of authoritarian teaching methods than countries in Western Europe or North America. The authoritarian approach to teaching and learning is not unique to Slovakia, nor is it limited to former communist regimes. The authors refer to a teaching approach that is unilateral in nature, in which students are passive receivers of information from a teacher who holds all the relevant knowledge on the topic of study. An authoritarian approach does not encourage independent thought or self-guidance on the part of students, makes only limited use of discussion in the classroom, does not employ group or collaborative activities, and so on
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