Exploring the Efficacy of Online Synchronous Debate as a Tool for Teaching Ethics

This Special Issue was conceived and developed following a series of international conferences held in Asia, with a particular focus on critically reflecting upon higher education development in the region from broader social and political economy perspectives. Some of the papers in this Special Issue were selected from presentations in the East Asia Social Policy (EASP) Research Network Conference successfully held in Taiwan in 2018, while others were chosen from international events held at Lingnan University in Hong Kong presenting critical reviews and reflections on internationalization, marketization and graduate employment of higher education in Asia. This introductory article puts the discussions of the selected papers in this issue in context, with critical reflections on the key issues being examined in these papers. The Special Issue is published when the world is still confronting the unprecedented global health crisis resulted from the outbreak of the COVID‐19 pandemic. This article discusses the higher education development trends in Asia through the massification, diversification and internationalisation processes in transforming the higher education system and examines how these development trends are affected by the COVID‐19 crisis.

A kutatási tevékenységem három fő terület metszéspontjában helyezkedik el. Ezek (1) a technológiával segített felsőoktatási tanulási folyamatokban a technológia hozzáadott értékének vizsgálata, (2) az online hallgatói preferenciák, attitűdök, azaz a hallgatói profil integrálásának lehetőségei, valamit (3) az online, valamint vegyes környezetben hatékonyan megvalósítható tanulási módszer/modell megtalálása. A célkitűzések megvalósításához a kutatás első fázisában az elektronikus oktatási környezetben tanulók tanulási folyamatait befolyásoló tényezők feltárására és ennek segítségével az elearning tananyagokba implementálandó reprezentációk feltérképezésére összpontosítottam. Nemzetközi szakirodalom alapján elkészítettem az ismertetett tanulási stílus modellek szintézisét táblázatos, valamint online gondolattérkép formájában, amelyben megtalálhatók az azonosított stílusjegyek jellemzői, valamint az egyes stílusok igényei, e-tanulási attitűdje, stílusának erősségei, gyengeségei, valamint az adott tanulási stílust támogató tevékenységek, aktivitások. Kísérleti elearning tananyagok alkalmazásával feltérképeztem a tanulók elearning tananyag elsajátításakor azonosítható attitűdjét, valamint online tanulását befolyásoló tényezőket, azaz az online tanulási stílusát és vizsgáltam annak relevanciáját az ELTE „Multimédia anyagok szerkesztése” kurzus hallgatóinak körében. A következő fázisban a technológiai környezetben megvalósított felsőoktatási kurzusokban a technológia és az alkalmazott oktatási módszertan hozzáadott értékét vizsgáltam. Az ELTE „Multimédia anyagok szerkesztése” kurzus keretében megvalósított és többszörösen finomított technológiával segített tanulási modellt, tudományos alapokra építve terv alapú kutatás, akciókutatás, valamint esettanulmány módszerével fejlesztettem. A kutatási tevékenységem legfontosabb eredménye a blended-learning hatékonyabbá tételét megcélzó, technológiával segített tanulási környezetben fejlesztett oktatási/tanulási modell (KÉPKE), amely Vygotsky elméletéből kiindulva integrálja a (K) kollaboratív hallgatói tudásépítés tervszerű megvalósítását, (É) értékelési készségek fejlesztését, (P) profil generálását és tudatosítását tanulási stílusra alapozva, (K) kritikus problémamegoldás és kreativitás fejlesztését, (E) egyéni értékelés megvalósítását. A következő lépésben, akciókutatás során megtörtént a kialakított KÉPKE modell implementálása a Budapesti Metropolitan Egyetemen két különböző LMS-be. A CooSpace rendszerbe, kihasználva a szolgáltatásait, a hiányzó elemeket külső alkalmazásokkal kiegészítve. A KÉPKE implementálása a Moodle rendszerbe a saját fejlesztésű kiegészítő modulok segítségével valósult meg. Mindkét rendszer esetén elemeztem a hallgatói aktivitásokat, az eredményességet. A hallgatói véleményeket leíró statisztikai és többváltozós statisztikai módszerekkel vizsgáltam. A dolgozatban esettanulmányként ismertettem, a két különböző egyetemen (Budapesti Corvinus Egyetem, Budapesti Mertopolitan Egyetem) az alapozó Informatika kurzus keretében bevezetett, a hallgatói aktivitást és tanulási élmény javítását célzó innovatív tanulásszervezési megközelítést. Az online környezetbe integrált célirányos elearning anyagokkal, és a megfelelően kiválasztott digitális technológiákkal, valamint aktív tanulást igénylő jelenéti alkalmakkal kialakított tükrözött osztályterem módszerével megvalósult az aktivitás növelése a kontaktórákon és a pozitív hallgatói visszajelzés.

Research with the title Critical Thinking Ability of Class V Students in Social Science Learning at SD 2 BATUR. (Magdalena et al., 2021) This research aims to: Determine the critical thinking abilities of fifth grade students in learning science and science, identify factors that influence students' critical thinking abilities. and factors that influence the critical thinking abilities of class V students in science and science learning at SDN 2. This research will use a qualitative descriptive method. The subjects of this research are fifth grade students at SD 2 BATUR who are divided into three categories: High critical thinking ability, (Ilham & Hardiyanti, 2020) Medium critical thinking ability, Low critical thinking ability. Apart from these 3 categories, this research also uses Data collection techniques include observation, tests and interviews. The results of the research are 3 categories, including students with high critical thinking ability categories who can fulfill all critical thinking indicators. Students with moderate critical thinking ability categories are able to meet three indicators. Students with low critical thinking ability categories are only able to meet two indicators. This is also due to several factors that influence students' critical thinking ability, namely as follows: internal factors such as physical condition, anxiety, motivation, interaction and intellectual development and external factors related to outside individual in the form of a social environment.

This study aims to see the effect of hots oriented job sheets with barcode assistance in online learning to the students' critical and creative thinking on heat and the kinetic theory of gases learning topic in grade xi of 1st harau district senior high school. This type of research is a quasi-experiment with a randomized only control group design. This study involved two classes, the first class as the experimental class using hots-oriented job sheets with barcode assistance and the second class as the control class. Data collection techniques in the form of a written test with a graded essay question model. The assessment is based on observable indicators of critical and creative thinking skills. data analysis using qualitative descriptive analysis techniques. The results showed that there was an increase in the ability to think critically and creatively. the experimental class was 57% and the control class was 12%. Based on the research results it can be concluded that: First, after implementing HOTS-oriented worksheets assisted by barcodes in online learning, there was an increase in students' critical thinking skills and creative skills in the experimental class. Second, there is a significant difference in the improvement of students' critical and creative thinking skills in the experimental class after implementing HOTS-oriented job sheets assisted with barcodes in online learning compared to the control class that did not apply the job sheets. Third, HOTS-oriented worksheets assisted with barcodes are very suitable to be applied in schools with an online learning system because they can improve students' critical thinking skills and creative thinking skills on heat material and the kinetic theory of gases.

Technology-based education has developed rapidly in recent years. The use of technology in learning environments provides an excellent opportunity to increase student engagement, enhance their learning experience and prepare them for the demands of an ever-changing digital world. The aim of this paper is to explore the potential of technology-based learning to increase student engagement. First, this article presents various technology tools and platforms that can be used for learning. In an age dominated by digital devices, there are many tools and apps that can help create engaging and interactive learning experiences. For example, smartphone apps, interactive learning software and online learning platforms can be used to create rich content, realistic simulations and better student collaboration. In addition, this article examines the importance of paying attention to the diversity of student learning styles in a technology-enabled curriculum. Every student has unique learning preferences, and technology is enabling teachers to create learning experiences tailored to individual learning styles. For example, instructional videos, interactive simulations, and online discussions can be used for a variety of student learning needs. In addition, this article highlights the importance of involving students in making decisions about technology-based learning. By giving students the opportunity to actively participate in determining content, methods and learning objectives, they feel more involved and responsible for their learning. Through active participation, students can develop the critical thinking, creativity, and problem-solving skills needed in a changing society. Lastly, this article emphasizes the importance of continuous assessment and progress in technology-based learning. To ensure the effective use of technology, it is necessary to continuously assess its impact on student learning. In addition, continuous efforts must be made to further develop and update the technology used in learning so that it can continue to meet the growing needs and demands of learning. In short it can be said that the use of technology in teaching offers excellent opportunities to increase students' willingness to learn. Through the use of different technology tools and platforms, accommodating the diversity of student learning styles, involving students in decision-making, and continuous evaluation and progress, the potential of technology-based learning can be optimized to create more dynamic, engaging and important learning experiences for today's students.

Strengthening Online Education Approaches in Institutions of Higher Learning

BackgroundActive engagement of nursing students has deteriorated overtime, especially during the global pandemic. Therefore, there has been a widespread search for learning methods that incorporate digital technologies and active student participation in recent years. Game-based learning may be an option, as it uses game-design elements to enhance academic performance and learning. Its use in nursing education is, however, limited. ObjectivesThe literature review aimed to explore student experience and learning when using game-based learning and to understand its uses in the nursing curriculum. DesignSystematic literature review using the Preferred Reporting Items for Systematic Reviews and Meta-analysis. Data sourcesESBCO Discovery Service was used to search healthcare, science and education-related databases. Review methodsA comprehensive search of English language primary research published between 2017 and 2022 on the use of game-based learning in nursing undergraduate education was conducted.Data was analysed using thematic analysis. ResultsSeventeen papers from 4 different countries were included. The studies explored interventions and subjects of increased teaching complexity that required increased levels of knowledge retention and critical thinking, such as nursing theory and complex clinical skills. Three themes emerged from the literature, including: approaches to game-based learning; student experience and engagement; impact of game-based learning on student learning and knowledge retention. Studies used a wide range of learning methods, such as quizzes, escape rooms and serious games. These methods were in general well-accepted by students, who endorsed its widespread use in the nursing curriculum. Most studies reported an increase in student experience and learning when using game-based learning, although time-limited games can often increase anxiety on students. ConclusionsGame-based learning is an important alternative to traditional teaching methods. However, the recurrent use of game elements and its limited long-term effects may pose a limitation to its widespread use in nursing undergraduate education.

Lecturers are required to be effective and up to date in maximizing the use of existing learning technology to respond to the demands of very rapid technological developments and the demands of competition in the era of globalization. The application of self-directed and distance learning should be introduced and implemented in universities. Involvement in the application of online learning systems must be able to encourage students to always think critically. In the present context, critical thinking is a must for students. This paper discusses the role of constitutional law courses in increasing the critical power of students in online learning. This research uses a field study and literature study approach, which combines data obtained from various literature in the form of books, journal articles, and facts in the field. In short, this study found that online learning can be a good support for students to improve their critical thinking skills. However, there are several problems in its implementation which include socio-cultural problems, previous offline learning habits, and the habit of using the latest technology in learning. Well-designed online discussions, critical thinking learning content, and instructions that are formulated and given appropriately are some of the factors needed and become recommendations for lecturers in carrying out online learning to improve students’ critical thinking skills.
 Keywords: Students’ Critical Thinking, Constitutional Law, Online Learning

Background: Transformative learning is a learning process that 'brings' learners closer to reality, presenting critical-reflective knowledge, by positioning the teacher more as a facilitator to guide and encourage that process. Online learning has become a choice for face-to-face learning systems in the Digital Era using Learning Management Systems (LMS) to support learning achievements. Research Objectives: The ultimate goal to be achieved in this research is the emergence of a new product on the transformative learning model assisted by the LMS "Setara Daring" for learners of Equivalency Education in the city of Bandung, Indonesia Research Method: This research employs a qualitative approach utilizing the case study method to explore the implementation of transformative learning through the Setara Daring LMS in equivalency education. The qualitative approach is chosen to gain an in-depth understanding of the learning process, interactions, and experiences of learners and educators in a digital learning environment. The case study method enables a comprehensive and context-specific analysis by examining real-world applications of the LMS in non-formal education units in Bandung City. Data collection techniques include observations, in-depth interviews, and document analysis, ensuring a holistic examination of the learning dynamics. Through this approach, the study aims to capture the nuances of learner engagement, critical thinking development, and the role of facilitators in guiding transformative learning. The qualitative nature of this research allows for an exploratory and interpretive analysis, providing valuable insights into how LMS-supported transformative learning can enhance the critical attitudes and adaptability of learners in non-formal education settings. Research Findings: The findings of this study highlight the crucial role of the Setara Daring Learning Management System (LMS) in fostering a transformative learning experience within the context of equivalency education. The system effectively promotes active learner engagement through structured yet flexible learning pathways, enabling meaningful interactions between students, instructors, and learning materials. Interactive features such as discussion forums, collaborative assignments, and formative assessments further reinforce knowledge construction and participation. Additionally, the LMS facilitates critical reflection by integrating activities that encourage students to analyze, evaluate, and synthesize information critically, supported by immediate feedback and self-paced learning opportunities. Through guided discussions and problem-solving tasks, learners are empowered to question assumptions, articulate reasoning, and engage in higher-order thinking processes. Moreover, the Setara Daring LMS enhances critical thinking skills by incorporating inquiry-based learning strategies, case studies, and self-assessment tools, fostering an environment that supports independent exploration, analytical reasoning, and decision-making abilities. Overall, this study provides empirical evidence that Setara Daring LMS serves as an effective platform for cultivating interactive, reflective, and cognitively engaging learning experiences, contributing to the advancement of digital learning innovations in non-formal education.. Research Conclusion: This study demonstrates that the Setara Daring LMS effectively supports active learner engagement, critical reflection, and critical thinking skills in equivalency education. The developed transformative learning model, facilitated by this LMS, offers an interactive and flexible approach, helping learners adapt to online learning in the digital era. Educators play a vital role as facilitators, guiding learners' critical thinking processes. The Setara Daring LMS has proven to be an effective tool for improving learning quality in non-formal education in Bandung City. This research contributes to a transformative learning model based on LMS, providing a foundation for further development and application of LMS to enhance learning quality in non-formal education. Research Novelty: The novelty of this study lies in its development of a transformative learning model using the Setara Daring LMS for equivalency education, a sector often overlooked in digital learning innovations. It highlights the LMS's effectiveness in fostering active engagement, critical reflection, and critical thinking skills, while emphasizing the crucial role of educators as facilitators in guiding learners. The research provides empirical evidence from its implementation in Bandung City's non-formal education system, offering a foundational framework for future LMS-based learning models in non-formal education. This study bridges the gap between digital tools and transformative learning in under-researched educational contexts.

Critical Thinking (CT) ability is an essential skill needed in the 21st century. However, this skill is still under-explored by paying attention to the tendency of Learning Styles (LS) students when online learning is carried out. Therefore, this study aims to determine the differences in the improvement of students' CT abilities based on LS tendencies (visual, auditory, and kinesthetic) when online learning is carried out on algebraic function derivative application materials. Consisting of 4 essay questions given twice, before the sample in this study was a collection of CT, and LS ability scores of class XI science students in Langsa City, totaling 26 students. The researchers collected the data using an LS questionnaire of 30 statements and a written test of CT ability after online learning. Both instruments have been validated. The research method is a pre-experimental design with the type of one-group pretest-posttest. The results showed that (1) students had more dominant kinesthetic LS tendencies compared to visual and auditory LS; (2) students with visual LS have criteria for increasing critical thinking skills in the high category, while auditory and kinesthetic LS is in the medium category; (3) there is a significant difference in the acquisition of CT abilities between visual, auditory, and kinesthetic LS, where students with Visual LS outperform students with Auditory and kinesthetic LS; (4) there are differences in the improvement of CT abilities between students with visual, auditory, and kinesthetic styles in online learning. The improvement in CT ability of students with visual LS is greater than that of Auditory and kinesthetic LS.

The future is not ours to see, but there is always critical thinking

This quantitative study examines the influence of innovative pedagogical approaches (IPA) on enhancing student critical thinking (SCT) and student learning outcomes (SLO) in higher education, with an emphasis on the mediating role of inclusive leadership(IL). Using a sample of 321 students from public and private universities in Pakistan, the research reveals that methods such as problem-based learning, flipped classrooms, and interactive teaching significantly boost academic performance and cultivate critical thinking skills. The findings indicate that innovative pedagogical approaches positively and significantly impact student critical thinking (β = 0.536, t = 6.539, p < 0.001) and learning outcomes (β = 0.551, t = 12.725, p < 0.001). Additionally, inclusive leadership mediates the relationship between innovative teaching methods and both student critical thinking (β = 0.331, t = 3.833, p < 0.001) and learning outcomes (β = 0.405, t = 8.662, p < 0.001). Data were collected using survey questionnaires adapted from established studies on inclusive leadership, innovative pedagogical approaches, student critical thinking, and learning outcomes. These results highlight the essential role of inclusive leadership in enhancing the efficacy of innovative pedagogies by creating a supportive and diverse learning environment. The study suggests that implementing active learning strategies and integrating technology in the classroom, along with inclusive leadership practices, can significantly improve student engagement, critical thinking, and overall academic performance. This research offers valuable insights for educators and policymakers seeking to enhance teaching and learning experiences in higher education.

Educators have indicated the need to foster students' ability to solve problems by acquiring up‐to‐date knowledge as well as promoting their competences for making decisions from diverse perspectives based on the acquired knowledge. Traditional courses mainly use lecture‐based instruction without providing sufficient opportunities for students to practice and interact with the teacher; therefore, it is difficult to deliver such up‐to‐date knowledge via traditional instruction, not to mention fostering students' critical thinking. In this study, the Mobile technology–supported Decision, Reflection and Exercise (MDRE) model is proposed to address this problem. Moreover, a learning system is developed based on the proposed approach. To evaluate the effectiveness of the proposed approach, a quasi‐experiment was conducted in a university with a two‐group pretest posttest design to assess participants' learning achievement, critical thinking and learning satisfaction. The participants were two classes of undergraduate students. One class with 37 students was the experimental group learning with the MDRE learning approach, whereas the other class with 37 students was the control group learning with the conventional technology‐based learning approach. Analysis of covariance was performed to evaluate the effect of the intervention on the target outcomes. It was found that the experimental group showed better learning achievement, critical thinking and learning satisfaction than the control group. This implies that the MDRE approach has good potential in helping learners think from diverse perspectives and promoting their learning performance and engagement, which is important in higher education aimed at fostering students' competence of acquiring up‐to‐date knowledge for solving problems. Practitioner notesWhat is already known about this topic Fostering students' problem‐solving competence is an important educational objective.The advancement of mobile and wireless communication technologies provides opportunities for students to acquire up‐to‐date information for solving problems.In the conventional technology‐enhanced professional learning mode, instructors generally use computers to present learning content and exemplary cases. In such a learning mode, learners have few opportunities to think in depth. What this paper adds A Mobile technology–supported Decision, Reflection and Exercise (MDRE) approach is proposed to guide students to make decisions and think from diverse perspectives via acquiring up‐to‐date information using a mobile application.An experiment was conducted to show the effectiveness of the proposed approach.The experimental results showed that the MDRE approach is able to boost students' creative thinking tendency and learning satisfaction as well as promoting their learning achievement. Implications for practice and/or policy The MDRE approach has great potential for professional training aiming to foster students' learning achievement, critical thinking and learning satisfaction.It is suggested that researchers and school teachers can apply the MDRE approach to other professional courses, such as nursing training programs and business planning courses.

This study aims to see the effect of hots oriented job sheets with barcode assistance in online learning to the students' critical and creative thinking on heat and the kinetic theory of gases learning topic in grade xi of 1st harau district senior high school. This type of research is a quasi-experiment with a randomized only control group design. This study involved two classes, the first class as the experimental class using hots-oriented job sheets with barcode assistance and the second class as the control class. Data collection techniques in the form of a written test with a graded essay question model. The assessment is based on observable indicators of critical and creative thinking skills. data analysis using qualitative descriptive analysis techniques. The results showed that there was an increase in the ability to think critically and creatively. the experimental class was 57% and the control class was 12%. Based on the research results it can be concluded that: First, after implementing HOTS-oriented worksheets assisted by barcodes in online learning, there was an increase in students' critical thinking skills and creative skills in the experimental class. Second, there is a significant difference in the improvement of students' critical and creative thinking skills in the experimental class after implementing HOTS-oriented job sheets assisted with barcodes in online learning compared to the control class that did not apply the job sheets. Third, HOTS-oriented worksheets assisted with barcodes are very suitable to be applied in schools with an online learning system because they can improve students' critical thinking skills and creative thinking skills on heat material and the kinetic theory of gases.

This study aimed at analyzing the level of students' critical thinking skills as well as investigating the correlation between students' critical thinking skills and their grade level. A survey involving 220 pre-service chemistry teachers of Yogyakarta State University, Indonesia was conducted. The sample was taken using the convenience sampling technique. The data were collected using a Critical Thinking Rubric (OHRCT) developed by Oliver-Hoyo (2003). The result of this study shows that (i) the average score of students' critical thinking skills was still considered low (13.95±2.151), (ii) abstract and written presentation appeared as the components that obtained the highest and the lowest score respectively, (iii) significant difference was found between the score of students' critical thinking skills based on grade level in favour of junior students (p=0.000), and (iv) a moderate positive and linear correlation existed between the students' critical thinking skills and grade level (r=0.442, p=0.000). The findings indicate that the improvement in students' critical thinking skills has certain influences on the improvement of students' cognition and learning experience after attending courses in chemistry. Based on the result, several recommendations have been proposed to improve university students' critical thinking skills.