Suchergebnisse

AbstractIn pedagogical practice, gratitude is recognised not as an emotion, but as an approach to learning. This study introduced gratitude messages into the academic online communication of university students and specifically examined the community in which students shared their messages with gratitude. This study examined the tendency of message connections and how gratitude messages prompted replies. To elucidate their connections, exponential random graph models (ERGMs) were used. A post-event questionnaire to evaluate gratitude experiences was also administered. Results revealed that 77.3% of the 172 connected messages from 123 students involved gratitude. When the post-event questionnaire results were examined using an ERGM, the score effects on increasing message connections were found not to be significant. The most prominent indication was a higher level of significant propensities to make mutual connections. The homophily of the message content was found to have a significant propensity to increase connections. The ERGM results and a review of messages revealed that students expressed gratitude for being both benefactors and beneficiaries of gratitude messages, which confirmed their prosocial behaviour.

Following the COVID-19 pandemic, online technologies have been introduced to facilitate students' engagement in education. Online discussion has been used to provide them a communal learning environment. This investigation examined online scholarly discussions conducted by university students with a view to ascertaining how they demonstrated critical thinking (CT). Course participants were tasked with submitting research reports related to assignments to the Moodle discussion forum. These were subsequently shared with their student peers. After the ensuing discussions were recorded, the statements made by the students were coded using subskill indicators of CT. A code sequence analysis was subsequently conducted, with CT and altruism serving as dependent variables. In total, 121 students contributed 310 messages to the Moodle forum. In cases involving CT, lower-level skills were found to be predominant among the code sequences. In contrast, cases involving altruism displayed sequences that transitioned from higher to lower skills. When both dependent variables were active, the highest count of sequences was recorded for self-regulation skill, indicating higher-order cognitive skill activities. The students recognized their cognitive limitations, actively sought additional information, and re-evaluated the topic. This study establishes a novel analytical methodology for evaluating critical thinking skills.

Received: 18 February 2023 / Accepted: 21 April 2023 / Published: 5 May 2023