Volume 15, Issue 49 (11-2024)
erj 2024, __(49): 0-0 |
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Ghafouri Z, Zarghami-Hamrah S, Salehi A. Investigating the situation of cultivating critical thinking from the point of view of Anis in the management system(LMS) with postphenomenology. erj 2024; 15 (49)
URL: http://erj.khu.ac.ir/article-1-1436-en.html
URL: http://erj.khu.ac.ir/article-1-1436-en.html
1- kharazmi University
2- kharazmi University ,szarghami@khu.ac.ir
2- kharazmi University ,
Abstract: (174 Views)
This research has been done with the aim of identifying the strengths and weaknesses of developing critical thinking from Enis' point of view in the learning management system (LMS). The main purpose of the research is to identify the aspects of LMS mediation and the decreasing and increasing changes that take place in the experiences or perceptions of learners in the field of critical thinking. Post-phenomenology, which is a philosophical approach in technological studies, allows us to examine how the experience and perception of learners change when using these technologies, so this method has been used in this research. The statistical population of the research was the students participating in virtual classes who were selected by convenience sampling and using the snowball sampling method and considering the principle of saturation, and their experiences by conducting a semi-structured interview about the use It has been investigated from the learning management system. The findings of the research show that through virtual education through LMS, easy access to various educational resources, creating opportunities for discussion and conversation in various ways, the possibility of learning in small groups, understanding diverse perspectives, environment Constructive training and the possibility of personalizing training, flexible time and place, and the possibility of strengthening problem-solving skills and developing self-efficacy are among the strengthened aspects of students in using LMS, which gives them more ability in critical thinking. . In contrast to the reduction of face-to-face interactions between learners and professors, the lack of possibility of direct and face-to-face questioning and answering, cognitive defects in the understanding and interpretation of materials, the impossibility of directly monitoring learners and the impossibility of creating a sense of participation and belonging. The differences between learners and the educational environment are obstacles for students' critical thinking.
Type of Study: Research Paper |
Subject:
Educational Philosophy
Received: 2024/05/24 | Revised: 2024/12/23 | Accepted: 2025/03/4 | ePublished: 2025/03/4
Received: 2024/05/24 | Revised: 2024/12/23 | Accepted: 2025/03/4 | ePublished: 2025/03/4
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