Developing Critical Thinking in Web-based Education
The evolution of ICT started way back into the 1980s where it began to spread its influence into almost every facet of human life. Nowadays, ICT is slowly switching ways into academia and education, previously focusing mainly in the business and trade industry. In fact, the term ICT is no longer foreign especially among the Malaysian students. Malaysia is putting great emphasis on the implementation of ICT tools and skills into its education system. It is big leap for a developing country like Malaysia, which aspires to be on par with other developed and industrialised countries.
ICT is the moving force behind the development of a new teaching and learning environment, E – learning (virtual environment). Yet, the implementation of such education would be impossible without the appropriate use of adequate thinking skills. According to Ennis (1987), critical thinking skill is characterised as reflective and reasonable thinking skills that decide on one's beliefs and principles (Wang & Woo, 2010). Thinking is a on-going process and so is learning. Thus, the application of thinking skills especially critical thinking skill is an absolute necessity in Web – based education. Henceforth, this report discusses about the need of developing critical thinking skill through web-research skills in web-based education.
According to the Newman's Model, critical thinking composes of three categories namely knowledge, relevance and justification (Wang & Woo, 2010). These aspects of critical thinking play a significant role in ICT learning. Web-research skills, on the other hand, comprises of 5 major components, namely the mechanism of information searching, validity and reliability, citing web resources, civil discourse and plagiarism (From Search to Research: Developing Critical Thinking Through Web Research Skills, n.d.). Both skills are inter-dependent and should be employed together to ensure an optimal result in ICT learning.
The mechanics of information searching is one of the major component in web-research skills. The rapid yet dynamic growth of ICT has made information explosion an inevitable phenomenon. ICT users are always being swamped and bombarded with an increasing amount of information available on the Internet. Global search engines such as Yahoo!, Bing and Google have been made available for such information searching purposes. However, ICT users have the tendency of relying entirely on a search engine's perceptions of the so-called germane sources and allowing them to overrule their perspectives (From Search to Research: Developing Critical Thinking Through Web Research Skills, n.d.). The users ought be participate and engage actively in the search process rather than absorb every information available blindly. It would be best if the users assimilate previous knowledge of the topic concerned with the newly acquired information through the search process to enhance the development of critical cognitive domain.
As aforementioned, the world is moving at a fast pace and vast information are made available for ICT users. However, the issue of reliability and validity would always persist due to the ever-changing nature of ICT revolution. The reliability and validity of information sources are other components of web-research skills which play a significant role in critical thinking enhancement. In fact, not every information available on the Net is reliable and accurate (Wang & W00, 2010). Yet, to verify the validity and reliability of the information might be proven quite difficult to judge. There aren't any specific programs designed for such purpose. However, the users could confirm the the sources acquired through extensive reading. The closest they could get in confirming the reliability and validity of a certain information is to compare it with other relevant information source. In other words, extensive search process should be carry out to avoid cases of misunderstood facts.
Yet, most ICT users nowadays always fall victim for unreliable and inaccurate information from the Internet. One of the biggest misconception often made is that users from tertiary education especially undergraduates would regard Wikipedia as a good referencing source for assignments and research papers due to its precise and compact nature. In truth, Wikipedia serves as an online sharing site where the public could publish any sort of “information” on the web page. Therefore, the users should be aware in distinguishing the background infos of the sources. They could start with determining the author and domain names of those web pieces. They should know how to differentiate between free sources and charged sources as well as tell apart .edu, .net, .com and .org sites from one another in order to determine the reliability of the sources published on those web pages (From Search to Research: Developing Critical Thinking Through Web Research Skills, n.d.).
Moving on to the third component in web-research skills, citing sources. In fact, this component is closely related to the fifth and last component, plagiarism. Truthfully, many ICT users disregard the important task for sources citing. Users especially those in higher tertiary education need solid proofs (quotes and statistic results) and accurate information from reliable sites to support their research problem. Yet, their failure in providing the citation of the sources could actually land them in hot waters. Their works could eventually end up branded as products of plagiarism. In more serious cases, these users might land themselves in court, sued for copyrights issue. Several formats for citing purposes has been introduced into academia, ranging from APA format to Harvard format.
However, as the world is evolving day by day, there is a high chance that new formats for citing purposes are being introduced and old formats being updated often. In other words, ICT users should be aware of such issue and keep themselves up-to-date with newly introduced formats. Take for example; despite the fact that APA format has been upgraded to the seventh edition, some undergraduates continue using the previous format, the 5th edition because Reference tab is easily provided in Microsoft Office Word 2007. Furthermore, the inability to site resources correctly according to the required formats could also result in plagiarism accusation. For example, students are not being exposed to the exact rules of quoting and thus resulting in them “stealing” others' words and ideas. Unknowingly, such act might result in the risk of expulsion by institutions.
Thus, ICT users should know beforehand the key rules in style rules of citing and the proper way to impute others' words as well as ideas (From Search to Research: Developing Critical Thinking Through Web Research Skills, n.d.). Critical thinking is clearly needed in this aspect as users not only need to know the significance of citing rules but also implement the skill effectively and correctly. They need to differentiate between the different types of format introduced and apply it into their researches. Without the appropriate application of critical thinking into web skills, users will end up violating others' rights.
Plagiarism, as aforementioned is a common yet dangerous issue nowadays. ICT users often succumb to the temptation of plagiarism, the act of “copy and paste” as it is the fastest way to finish up an assignment or paperwork. Besides that, users tend to have misconceptions that their unethical act will definitely go unnoticed due to the nature of the web. The critical domain should be emphasised in this aspect as users need to weigh the consequences of plagiarism. They should be aware in preserving the author's rights (words and ideas). The users might end up in big troubles, ranging from expulsion, court trial to retraction of job contract if one's employer were to find out about issues on plagiarism.
Last but not least, civil discourse is one of the most pivotal components in web-research skills. It refers to the virtual interaction targeted to improve understanding especially in education. Examples of ICT tools for communication purposes are social networks (Facebook, Twitter and etc), weblogs and discussion forums. In fact, civil discourse encourages reflective and reasoning skills. Take for example, students are required to pen their reflections and progress in learning and publish them onto their official weblogs or even group accounts to be viewed by others. According to MacKnight, 2000; Wang et al 2009, civil discourse helps to promote critical thinking as it encourages ICT users not only to reflect upon themselves (strengths and weaknesses) but also to think twice about the responsibility in uploading suitable and relevant information on those webpages. (Wang & Woo, 2010)
Yet, there are cases in which some users would take for granted of the true purpose of civil discourse related tools. In some worse scenario, users would actually abuse the functions of social networks and weblogs, turning them into a place where they could vent and curse. In other words, it would be unprofessional for them to do that especially on an educational sharing site. Therefore, critical domain should be implemented in social media so that ICT users would take into consideration of the words used to avoid hateful and aggressive comments. Besides that, ICT users need to be aware of their privacy and not reveal their personal information openly during an online discussion. Lack of critical thinking in the use of social media would eventually lead to serious case of cyber bullying and hackings.
Early exposure of web-research skills is highly recommended in the Malaysian context. Besides, Malaysian should be educated since young in order to enhance web-research skills application in web-based education. Another possible alternative is to train more teachers in ICT skills in order to increase the awareness of the proper use of web-research skills especially among students. According to Chalupa & Sormunen, 1995, it is the teachers, not textbooks that have the power to shape students' ability to think (Thomas & Junaid, 1999). This applies for ICT learning too. Students need both educational supports from their teacher and ICT itself for optimal development of critical thinking. Therefore, Malaysian teachers should be equipped with adequate knowledge on web-research skills to ensure the enhancement of ICT skills among students. Teachers should also need to possess critical thinking in their mission to impart ICT knowledge. Teachers are the catalyst for the advancement of the society and country too.
Henceforth, the Malaysian Teacher Education Division should encourage more teachers to take part in courses that introduce ICT relevant pedagogies in the teaching and learning process. Besides that, teachers are required to conduct lessons with the help of technological gadgets. Just take a look around in today’s classroom. Teachers are provided with computers, inductive CDs and overhead LCD projectors, just to name a few, and teaching aids. This alternative not only helps to improve understanding about ICT among teachers but also develop the students' interest in ICT indirectly. In fact, web-related learning environment could cater to the diverse learning needs in a classroom.
Besides that, the Malaysian education system can increase the awareness about the implementation of thinking skills in web-based education especially in web-research skills by introducing policies in which ICT are made compulsory for every children to learn. It is never too early to learn. In fact, the Malaysian government has introduced the program, “A Computer Per House” to make the seemingly impossible aspiration of being on par with other developed country, comes true. Besides that, the Malaysian education system has came up with a new policy to be implemented in both primary and secondary education, the KSSR and KSSM program which replaced the previous KBSR/ KBSM program. ICT skills is greatly emphasised in this program as it aims to produce ICT savvy students. These students are the future pioneers of country’s advancement.
ICT is mostly incorporated into conventional classroom teaching in primary and secondary education. However, for tertiary institutions, Malaysia's education is switching lanes into online education (distance learning). Take for example; the courses in Open University Malaysia (OUM) are conducted through online. In other words, interactions be it learner-learner or learner-instructor occur in the virtual learning environment. This is so because undergraduates are mostly adults considered mature and disciplined enough to handle the complex nature of ICT. For students of primary and secondary education, they still need the support from the teachers to facilitate ICT learning. Furthermore, Master degree and Ph.D. courses are made available online. These courses are conducted through distance learning and it is proven effective and well-suited as most of these graduates are working adults.
Besides that, the grand introduction of ICT-enabled Smart Schools, commonly known as Sekolah Bestari also helps in achieving the Malaysian dream. However, in order to fully implement ICT into education, the government should take into account the economic status of schools nationwide. Thus, the Ministry of Education should play a part in minimising the digital gap between all Malaysian schools. They could kick start the mission by the introduction of computer laboratories into every school. Yet, what's the use of such facilities if they are not maintained properly? Besides that, it would be best if ICT related lessons are taught in those laboratories. Teachers should encourage their students to actively use the computer laboratories whenever they see the need for it. Moreover, computerisation programs which strive to emphasise on the need for computer literacy also helps in the reduction of existing digital divide among diverse schools.
Although this alternative might sounds harsh to others, plagiarism offenders should be punished for their unethical act of violating a person's rights. Plagiarism is an act where a person steals another's words and ideas. However, as students of primary and secondary education are often unaware of the issue of “Copy and Paste”, it's the teachers' job to warn them and educate them about the ethics in ICT learning. The alternative mentioned above would be the last resort to turn to in cases that involve serial ICT offenders.
As a summary, critical thinking is an essential in web-based education especially through the consistent use of web-research skills. Thus, with the suggested ides above, ICT would eventually catalyst the transformation of the Malaysian education system, which will eventually results in the further advancement of both the society and country. The proper web research skills with the help of critical domain should be cultivated within every digital citizen to realise Vision 2020, 9 years from now.
Bibliography
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Thoms, K.J. & Junaid, N. (1997). Developing Critical Thinking Skills in a Technology-Related Class. n: Mid-South Instructional Technology Conference Proceedings (2nd, Murfreesboro, TN 1-7. Retrieved from http://www.mtsu.edu/~itconf/proceed97/thinking.html
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