Learning scaffolds and critical thinking in Ecotoxicology online problem-based learning asynchronous discussion forums.

Dr. Noble was awarded Research and Professional Development grant for a project that examined critical thinking exhibited by distance and blended students in an undergraduate ecotoxicology course.

This study analyzed online problem-based learning discussion posts from an undergraduate ecotoxicology course using the community of inquiry model indicators of critical thinking in order to determine if the levels of critical thinking exhibited by distance and blended learning cohorts of students are different. This study examined the progression of critical thinking scores as students become more experienced with problem-based learning. The organization of discussions were mapped to examine temporal, scaffolding and technological factors that may influence whether posts include critical thinking indicators. Interviews were conducted to confirm the content analysis of the discussions.