Using Socratic Questioning to Promote Critical Thinking Skills Through Asynchronous Discussion Forums in Distance Learning Environments

  title={Using Socratic Questioning to Promote Critical Thinking Skills Through Asynchronous Discussion Forums in Distance Learning Environments},
  author={Ya-Ting Carolyn Yang and Timothy J. Newby and R L Bill},
  journal={American Journal of Distance Education},
  pages={163 - 181}
  • Y. Yang, T. Newby, R. Bill
  • Published 1 September 2005
  • Education, Psychology
  • American Journal of Distance Education
This study investigated the effects of using Socratic questioning to enhance students' critical thinking (CT) skills in asynchronous discussion forums (ADF) in university-level distance learning courses. The research effort empirically examined two coherent subjects: (a) the efficacy of teaching and modeling Socratic questioning for developing students' CT skills in ADF and (b) the persistence of students' CT skills following the teaching and modeling of Socratic questioning in the ADF. The… 
Practicing Socratic questioning in a blended learning environment: an innovative strategy to promote critical thinking
The results indicate that practicing SQ in a blended learning environment was significantly effective in fostering students’ CT.
The effects of Socratic questioning on critical thinking in web-based collaborative learning
AbstractWhile scholars increasingly agree that use of the online learning environment allows teachers to develop solutions to course problems more effectively, the extent to which it enhances
How to use Socratic questioning in order to promote adults’ self-directed learning
Abstract This article discusses the teachers’ role in self-directed learning (SDL) – a central concept in adult education. We explore the use of Socratic questioning to develop critical thinking,
Conversations in Socrates Café: Scaffolding Critical Thinking via Socratic Questioning and Dialogues
Calls for practices that enhance critical thinking continue to increase as educators prepare K-12 and college students for success in our global society. This article highlights an instructional
Discussions in a Socrates Café: Implications for Critical Thinking in Teacher Education
The purpose of this study was to benchmark the types of Socratic questioning that were occurring in a Socrates Café, an online discussion forum, in a graduate-level diversity course in teacher
Perspectives on Critical Thinking through Online Discussion Forums in Engineering Mathematics
It was found that the calculated CT scores have improved from the first to the second DF session, and majority of the students found the DF sessions quite challenging to their thinking skills and profitable for developing their problem solving skills.
Improving learners’ critical thinking and learning engagement through Socratic questioning in Nominal Group Technique
Critical thinking is assumed as one of the essential skills in today’s era. One of the ways to foster students’ critical thinking is through discussion that provokes their curiosity. Unfortunately,
Enhancing Student's Higher Order Thinking Skills (HOTS) through the Socratic Method Approach with Technology
This paper will discuss previous studies about the potential of technology in Socratic Methods to improve student's level of thinking and how this can be increased in the field of education in Malaysia nowadays.
Using Teacher Questions to Enhance EFL Students' Critical Thinking Ability
In this era of information and economic globalization, developing critical thinking skills in college students has been set as a primary goal and learning outcome in higher education. Teaching


This case study of a university-level course delivered by computer conferencing examined student participation and critical thinking. It was guided by two purposes: (a) to determine whether the
Designing the Instructional Process to Enhance Critical Thinking across the Curriculum
This article presents an inquiry-based approach to promoting critical thinking in psychology. Students are taught a model of inquiry and how to apply it in cooperative-learning contexts in the
Critical thinking in distance education: Developing critical communities in an audio teleconference context
Distance education has long been associated with independent study and delivery of prepackaged learning materials. These characteristics effectively deny distance education students the opportunity
Cooperative Learning and Critical Thinking
simple techniques can be adapted to assess analysis, synthesis, problem solving, inference, metacognition, and other aspects of critical thinking (Angelo & Cross, 1993). Walker (1991) provided a
Enhancing Peer Interaction and Learning in the Classroom Through Reciprocal Questioning
A guided reciprocal peer-questioning procedure was used by college students for learning expository material presented in classroom lectures. Students worked individually, using investigator-provided
Raising the Level of the Debate: The Effects of Computer Mediated Communication on Group Dynamics and Critical Thinking Skills
This study investigated the use of computer mediated communication (CMC) to increase the cognitive level of student discourse by allowing student: to reflect on difficult concepts on an as needed
A Content Analysis Method to Measure Critical Thinking in Face-to-Face and Computer Supported Group Learning
This paper gives a detailed account of the content analysis method developed at Queen's University Belfast to measure critical thinking during group learning, as used in our controlled comparisons
Student perceptions of satisfaction and opportunities for critical thinking in distance education by interactive video
Investigation of graduate students' satisfaction and perception of opportunities for critical thinking in distance education courses that utilized a two‐way audio/video system found that critical thinking had received little attention.
Socratic strategies and devil's advocacy in synchronous CMC debate
The research found that, although teachers used relatively few ‘counter-argument’ moves, these moves could be particularly successful in encouraging students to develop and defend a line of argument.
Critical Thinking: What Every Person Needs To Survive in a Changing World
process. Glatthorn, in Part Six, explores the special problems of providing supervisory leadership for the professional development of novice teachers and for the continuing growth of experienced