Strategies and Challenges in Encouraging Students' Critical Thinking Skills in Online Learning: A Literature Review

Abstract

This article presents a comprehensive literature review on the methodologies and obstacles faced in fostering critical thinking skills among students within the realm of online learning. As digital education platforms become increasingly prevalent, educators and curriculum designers are tasked with the challenge of adapting traditional, interactive critical thinking exercises to virtual environments. This review synthesizes findings from various studies, including empirical research, theoretical analyses, and case studies, to identify effective strategies for promoting critical thinking in online courses. Key strategies highlighted include the use of asynchronous discussion forums to facilitate reflective thinking, the integration of problem-based learning tasks, and the implementation of peer review mechanisms to enhance analytical skills. The review also discusses the challenges encountered in online settings, such as the lack of immediate feedback, reduced social cues, and the potential for cognitive overload due to multitasking. It emphasizes the importance of thoughtful course design, the need for instructor training in online pedagogical methods, and the role of technology in supporting interactive and engaging learning experiences. Finally, the article calls for further research into innovative educational technologies and pedagogies that can better support critical thinking development in online learning environments.