E-learning for the development of critical thinking: A systematic literature review

Angel Deroncele-Acosta, Mercedes Nagamine-Miyashiro, Daniela Medina-Coronado, Ana Margoth Rivera-Portugal, Hania Carola Berroa-Garate, Deysi Yvon Flores-Llerena, Paola Huarca-Flores

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

E-learning is increasingly frequent, with greater emphasis since COVID-19, which generated a high migration to virtual learning environments, requiring educational innovation with ICT to continue guaranteeing the development of life skills, such as Critical thinking (CT), Given this, the present systematic review of literature in Scopus and Web of Science, aimed to systematize scientific production on E-learning and CT. The PRISMA methodology was used for the identification, selection, eligibility, and inclusion of articles, based on systematization criteria. The main results show two groups of studies: theoretical (4) 19% and empirical (17) 71%. Empirical studies have been carried out at secondary level (2), Senior High School (2) and university level (13); of these 62% is quantitative, 30% qualitative 30%, and 8% mixed. Scientific evidence confirms the positive impact of E-learning on the CT development of students. It was found that from COVID-19 the amount and variety in this type of study is ascending, however, this type of research is very scarce in Latin America, which calls for the generation of research in and from the contexts and educational actors of this region. It is also necessary to promote studies that consider a relationship between specific E-learning proposals and CT specific skills: interpretation, analysis, evaluation, inference, explanation, self-regulation, among others. Finally, an epistemological void is revealed in the epistemic approach of teaching competences in E-learning environments for the teaching critical thinking, its treatment being necessary to dynamize the hybrid classrooms in the fulfillment of the training objectives.

Original languageEnglish
Title of host publicationProceedings - 2021 16th Latin American Conference on Learning Technologies, LACLO 2021
PublisherInstitute of Electrical and Electronics Engineers Inc.
Pages173-180
Number of pages8
ISBN (Electronic)9781665423588
DOIs
StatePublished - 2021
Event6th Latin American Conference on Learning Technologies, LACLO 2021 - Arequipa, Peru
Duration: 19 Oct 202121 Oct 2021

Publication series

NameProceedings - 2021 16th Latin American Conference on Learning Technologies, LACLO 2021

Conference

Conference6th Latin American Conference on Learning Technologies, LACLO 2021
Country/TerritoryPeru
CityArequipa
Period19/10/2121/10/21

Bibliographical note

Publisher Copyright:
© 2021 IEEE.

Keywords

  • critical thinking
  • e-learning
  • educational innovation
  • hybrid classroom
  • hybrid education
  • ICT
  • teaching critical thinking
  • virtual education
  • virtual learning environment

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